Concept-based learning activities in clinical nursing education

Area of Science:

• Nursing Education
• Clinical Learning Environments
• Pedagogy

Background:

• Traditional clinical learning activities often lack substantive changes.
• There is a need for innovative models to optimize student learning and clinical time.
• The student-client relationship in clinical settings requires re-evaluation.

Purpose of the Study:

• To report the development and initial research of the Concept-based Learning Activity (CBLA).
• To explore the unique student-client relationship within the CBLA model.
• To assess the feasibility and perceived benefits of implementing CBLA in clinical settings.

Main Methods:

• Development and implementation of the Concept-based Learning Activity (CBLA).
• Focus on specific learning objectives and nursing management tasks.
• Collaboration between students, nursing staff, and educators.

Main Results:

• The CBLA model demonstrated flexibility, enhanced focus on learning, and efficient use of clinical time.
• Students were recognized as capable learners within this framework.
• Formal evaluation revealed positive staff nurse perceptions and statistically significant differences favoring CBLA use.

Conclusions:

• The Concept-based Learning Activity (CBLA) presents a promising innovative approach to clinical nursing education.
• The model fosters a collaborative environment and enhances the perceived value of student learning.
• Further research is recommended to fully evaluate student learning outcomes associated with CBLA.