Translating Learning Outcomes to Enhance Teaching and Curriculum

Educational strategies need to focus on enhancing clinical reasoning through a learner-centered approach that guides thinking through the use of reflection & dialogue to make an inferential link between thinking & doing. This presentation will provide an overview of the results of the pilot and full-scale study that support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning. The implications are clear:  engage active learning, teaching and thinking within context.  The focus of presentation will be to discuss the implications of the research and the subsequent changes made to curriculum and teaching within the four colleges of nursing.  Educators in attendance will have the opportunity to dialogue on the varied strategies for use of reflection and dialogue to improve thinking and transfer learning to new practice situations.  Discussion on factors that create both challenges and opportunities for change will be explored.