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Clinical conference can make a significant contribution to the total learning experience of the nursing student. These group events contribute to the achievement of course and clinical objectives, and provide settings for the student to explore personal feelings and attitudes related to client care.
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Clinical conferences have traditionally been a significant part of the education of psychiatric nurses. With the innovation and increasing popularity of Internet courses, the value of these conferences may be diluted or even lost. This study evaluates an online clinical conference for advanced psychiatric mental health students. The issues raised by students in the conferences were relevant to the objectives of the course. Content analysis of representative conferences indicated that the characteristics of involvement: personal, emotion, and metacognition, and interactivity were evident. Students reported advantages to online discussions, but acknowledged the loss of the greater spontaneity in face-to-face meetings.
Being presented in a case conference can be anxiety-provoking and intimidating for the patient. We observed that patients, at times, would show signs of apparent discomfort. A structured interview of the patient was designed to assess, address, and clarify concerns the patient might have beforehand. The patients' concerns were communicated to the staff. The structured interview was given to 31 patients before they were presented. An additional 14 patients were interviewed after the conference about their experience without the prior interview. One year later, we followed up by interviewing another 15 patients who had been selected for clinic conference cases. The structured interview revealed confusion on the patient's part about the purpose of the conference, and a desire for information about the physical setting and who would be there. Patients wanted to be introduced formally when entering the room and to be thanked when leaving, and preferred to be questioned directly about their symptoms. Of the 31 patients interviewed before the conference, 23 (74%) reported that the conference was a positive experience when questioned afterward, compared with only 9 of 14 (64%) of those who were not interviewed before the conference. The results of this study were presented to the clinic staff, and education of the patients was stressed as a primary responsibility. At the follow up, 12 of the 15 patients reported real understanding of the clinic conference purpose. The only patient who reported being uncomfortable with the clinic conference and unwilling to attend another was the only patient who reported not being informed about what the conference entailed. It can be too easy for medical staff to forget that what is routine to them is very unusual and can be very stressful to the patient.
OBJECTIVE: To determine the pedagogic characteristics of a clinical conference for senior pediatric residents and selected faculty. PARTICIPANTS AND SETTING: Nineteen senior pediatric residents and 14 selected faculty members participated in a daily clinical conference at Children's Hospital, Boston, Mass. DESIGN: Qualitative research design using videotapes of nine consecutive hour-long sessions to generate pedagogic topics to be investigated using a questionnaire administered to participating residents and faculty. Narrative responses were analyzed to find pedagogic themes. RESULTS: Analysis of videotapes generated the following three topics: What facilitated learning? What was learned? What makes the process of teaching and learning effective? In the questionnaire residents indicated that learning was facilitated by resident-faculty interactions (19/19), faculty participation (19/19), and information resources (12/19). Content learned included information (16/19), approach to diagnosis (11/19), management strategies (14/19), and different perspective (14/19). An effective process of teaching and learning was attributed to case-based resident initiated discussion (19/19), facilitation by the chief resident (16/19), and non-competitive discussions in which expert faculty played a nondominant role (19/19). Faculty identified identical factors relating to all three themes. The mean rating of the conference was 4.5/5 (SD, +/- 0.50) and 4.7/5 (SD, +/- 0.45) by residents and faculty, respectively (Likert scale, 1 to 5). CONCLUSIONS: The pedagogic effectiveness of this conference was attributed to a resident-centered, case-based learning format and a discussion process characterized by noncompetitive interactions among faculty and residents, strong group facilitation by the chief resident, and participation of faculty experts in a nondominant role.
Clinical practice is a major component of nursing programs and a source of a great deal of student learning. The experiential learning which occurs during clinical practice can be utilised to enhance the integration of theory and practice. The key to maximising students' clinical learning is the instructor's deliberate attention to the experiential learning cycle. The congruence between nursing process and the processes of experiential learning provides a basis for effective post-clinical conferences. A model of questioning, which is directed at each phase of the experiential learning cycle, is presented. Use of the model in a baccalaureate nursing program has assisted beginning students to analyse their clinical experience, develop accurate nursing diagnoses and plan future care.