Changing the Postclinical Conference: New Time, New Place, New Methods Equal Success

Abstract

POSTCONFERENCES ARE DESIGNED TO BE A TIME FOR REFLECTION AND REPORTING ABOUT A STUDENT'S CLINICAL EXPERIENCE. Traditionally, they take place immediately after time is spent on the clinical unit. However, with increasing patient acuity, it is difficult for students to complete patient care in time to proceed to postconference, and both students and faculty are likely to be physically and mentally fatigued, increasing the likelihood of passive learning (Donner, Levonian, & Slutsky, 2005). Based on Chickering and Gamson's classic work, Seven Principles for Good Practice in Undergraduate Education (1987), the authors made changes to the postconference format for an adult nursing course. In order for students to be actively engaged learners who connect and apply didactic content in the acute care setting and in simulated patient scenarios, the postconference was renamed clinical conference and now takes place at a different time in a different setting. There is also a new format to help undergraduate nursing students master problem solving, critical thinking, and evaluation. Consideration has been given to the fact that many of today's students, born between 1982 and 1991 and known as the Millennial Generation, have different expectations of faculty and learn differently than previous generations of students (Johnson & Romanello, 2005; Skiba & Barton, 2006). They are accustomed to multitasking, feel the need to be constantly connected, and have little patience for delays (Christmas, 2008; Duchscher & Cowin, 2004; Frand, 2000). Timing and Milieu The clinical conference has been moved to a new day and an on-campus setting, giving students time to refuel and reflect (Donner et al., 2005). The 90 minutes set aside for the conference is divided into segments of 12 to 15 minutes to accommodate students who grew up watching television with frequent commercial breaks (Christakis, Zimmerman, DiGiuseppe, & McCarty, 2004). The change in the physical environment, supported by technology, is designed to enhance active learning and increased interaction among students. Learning Methods Using Chickering and Gamson's seven principles for good practice (1987), the clinical conference encourages contact between students and faculty; reciprocity and cooperation among students; active learning techniques; prompt feedback; an emphasis on time on task; the communication of high expectations; and respect for diverse talents and ways of learning. Students are assessed as visual, aural, reading/writing, or kinesthetic learners (Gardner & Hatch, 1990), and faculty design activities that meet individual learning styles. The goal is to teach students to recognize how they learn best so that they may capitalize on their strengths. The clinical conference incorporates multiple learning modalities outlined in the Table. Small-group exercises provide the Millennial Generation students with the experiential learning and immediate feedback they desire (Skiba & Barton, 2006). This format builds on the positive characteristics of today's learners, which include collaboration, an affinity for technology, and the ability to learn immediately from mistakes (Pardue & Morgan, 2008; Skiba & Barton). Limiting the clinical conference to 16 students ensures that every student participates in all group activities. Rather than traditional information reporting, the new format allows for interactive synthesis and the evaluation of concepts introduced in the theory course. It also incorporates preparation for caring for various patient populations, such as patients with cardiovascular or neurological diseases. Every student may not provide care for a patient experiencing a myocardial infarction in the hospital, but each student has the opportunity in clinical conference to develop a plan of care and participate in a case study related to the care of such patients. Expecting students to take ownership for their learning by active participation is an influential teaching tool (Cherney, 2008; Johnson & Romanello, 2005). …