Promotion of Critical Thinking in Clinical Nursing Post Conferences: A Peer Interactive Approach
Abstract
Several workshops presented at the 2005 Lilly Conference on College Teaching in Oxford, Ohio, provided the inspiration for redesigning the clinical post conference for a foundational nursing course. Given the complexity and acuity of patient conditions today, fostering critical thinking in student nurses is central to quality patient care. The author describes how active-learning strategies within clinical groups can restructure traditional instructor-led post conferences to encourage students' engagement and reflection on critical-thinking processes. The author introduces a user friendly, applicable developmental model that incorporates epistemic cognition as well as a peer interactive design for fostering critical-thinking activities during clinical experiences.
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