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Establishing Meaningful Learning in Online Nursing Postconferences: A Literature Review
Kristin A Petrovic1, Regan Hack, Beth Perry
1Author Affiliations: Academic Coordinators (Mss Petrovic and Hack) and Professor (Dr Perry), Faculty of Health Disciplines, Athabasca University, Alberta, Canada.
Background:
Effective teaching and learning strategies in online postconference can assist students to find meaning within clinical experiences.
Purpose:
To explore this, we completed a literature review about meaningful learning in online clinical postconferencing in prelicensure nursing education.
Methods:
Articles that were peer-reviewed, published within the last 10 years, written in English, and addressed online learning in clinical postconferences in prelicensure nursing programs were included.
Results:
Analysis revealed the following themes: connecting theory to practice, reflective practice, impact on future practice, peer and instructor support, mentoring and leadership development, giving and receiving feedback effectively, critical thinking, and engagement of active learners. Gaps were evident with minimal evidence-based practice described related to postconferences in general. Additionally, there is limited discussion of online postconferencing.
Conclusions:
Understanding the nuances of meaningful learning in online postconference is critical to facilitating students' ability to connect theory to practice.
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