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Learning circles: a strategy for clinical practicum

J L Hiebert1

  • 1Saskatchewan Institute of Applied Science and Technology, Saskatoon.

Nurse Educator
|May 1, 1996
PubMed
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Learning circles enhance critical thinking skills by fostering collaborative and experiential learning. This strategy was piloted in a clinical course to address ethical dilemmas, with positive student and instructor feedback.

Area of Science:

  • Education
  • Pedagogy
  • Clinical Ethics Education

Background:

  • Traditional learning methods may not fully develop critical thinking.
  • Experiential and cooperative learning theories provide a foundation for innovative pedagogical strategies.
  • Ethical considerations are paramount in clinical settings, requiring advanced critical thinking.

Purpose of the Study:

  • To evaluate learning circles as a method for improving critical thinking.
  • To explore the application of learning circles in a clinical course context.
  • To assess student and instructor perceptions of this educational strategy.

Main Methods:

  • The study draws on experiential and cooperative learning theories.
  • A pilot project implemented learning circles to discuss clinical ethical issues.

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  • Student and instructor perceptions were collected regarding the strategy's effectiveness.

    • Main Results:

    • Learning circles were utilized as a pedagogical tool.
    • The strategy was applied within a clinical course setting.
    • Perceptions of effectiveness were gathered from both students and instructors.

    Conclusions:

    • Learning circles show promise as a strategy to cultivate critical thinking skills.
    • The approach is adaptable for exploring complex ethical issues in clinical education.
    • Further investigation into student and instructor perceptions can refine this educational model.