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Related Experiment Videos

An online learning community for clinical educators.

Margaret McAllister¹, Wendy Moyle

¹Research Centre for Clinical Practice Innovation, School of Nursing and Midwifery, Griffith University, Kessels Road, Nathan, Qld. 4111, Australia.

Nurse Education in Practice

|December 2, 2008

Summary

This summary is machine-generated.

This study introduces an innovative online course for Australian clinical nursing educators. It aims to enhance their skills in supporting nursing students

Related Experiment Videos

Area of Science:

Nursing Education
Clinical Skill Development
Online Learning Pedagogy

Background:

Need for specialized training for Australian clinical nursing educators.
Importance of preparing educators to foster student confidence and clinical skills.
Gaps in current clinical education support for nursing students.

Purpose of the Study:

To describe a novel curriculum innovation for Australian clinical nursing educators.
To prepare educators for effectively supporting nursing students' clinical skill acquisition and confidence.
To explore the application of learning community and transformative education theories in online clinical education.

Main Methods:

Literature review on online learning strengths and challenges.
Design of a clinical education course for Australian nursing educators.
Implementation of teaching, learning, and assessment strategies focused on transformative learning.
Development of online presentations to foster solidarity among participants.

Main Results:

The curriculum innovation addresses the need for enhanced clinical educator preparation.
Online learning strategies were employed to promote transformative learning.
The course design aimed to build solidarity and confidence in clinical educators.
The paper details the pedagogical approaches and online delivery methods used.

Conclusions:

The described curriculum innovation provides a framework for preparing clinical nursing educators.
Online learning, when guided by specific pedagogical approaches, can effectively support professional development.
The course fosters transformative learning and a sense of community among participants, crucial for effective clinical education.