This teaching strategy focuses on assessment of function and expectations, coordination and management of care, use of evolving knowledge, and making situational decisions with older adults. It enhances students’ human flourishing, nursing judgment, professional identity, and spirit of inquiry.
1. Each clinical group, with the assistance of their clinical faculty member, will develop and present a topic for discussion. Groups will focus their presentations on either an ethical issue or a clinical guideline/practice that impacts the care of older adults on their clinical unit. Each group will be allotted a total of 45 minutes for their presentation.
2. Each student will submit a critique of one scholarly peer-reviewed journal article that will be used to develop the presentation. A copy of the article must be submitted with the critique to designated faculty members prior to the presentation. Questions for discussion related to identifying and critiquing the research articles for presentation should include the following:
A. Does the title of the article adequately describe its contents? Did the title stimulate your interest to read the article? Does the title relay significance for nursing practice?
B. In reading the introduction, purpose, research questions and literature review, do the authors make a case for the significance of their study? Does it seem important as a contribution to evidence-based practice for nursing?
C. Is this a qualitative or quantitative study? What information supports your answer?
D. What did you learn from the discussion section of the article? How would you use this information in your practice with clients in general?
E. Find regular times for students to meet to discuss plans for the presentation, review research articles with the entire group and brain-storm about creative ways to deliver the information to their peers (i.e. case studies, use of internet resources, role- playing).
F. The conference is designed to be similar to a professional nursing conference. Therefore, students should be asked to dress professionally, rather than in their clinical attire. This aspect of the conference helps develop students’ sense of professionalism, as well as prepare them for important roles outside of the clinical setting, such as in academic and policy settings.