Teaching-Learning Strategy for Promoting Student Success: Asynchronous Post-Exam Reflections

Nursing Science Quarterly
Michele Gerdes

Abstract

Students who actively engage in reflection and receive guidance from faculty may assume accountability for learning and adjust study habits based on academic performance. The literature supports a need for nurse educators to develop theory-based strategies to integrate reflection and meaningful feedback in large didactic courses. The author in this paper describes the use of King's goal attainment theory and debriefing best practice guidelines to develop an asynchronous post-exam reflection teaching-learning strategy to promote student success in an undergraduate nursing pathophysiology course. Incorporation of the reflections enabled the nurse educator to collaborate with each student, provide prompt and personalized feedback, and efficiently identify at-risk students.

References

Feb 19, 2002·Nursing Science Quarterly·I M King
Apr 4, 2009·Nursing Science Quarterly·Pamela N ClarkeChristina Leibold Sieloff
Mar 20, 2012·Nurse Education Today·Karee E DunnGlenda C Rakes
Apr 21, 2012·The Journal of Nursing Education·Karee E DunnHope J Link
Jun 12, 2012·Nursing Outlook·Afaf I Meleis, Caroline G Glickman
Sep 23, 2014·Revista Española De Cardiología·José M Maestre, Jenny W Rudolph
Aug 1, 2015·The Journal of Nursing Education·Andrew Thomas ReyesYolanda Babenko-Mould
Sep 24, 2015·Nursing Science Quarterly·Nan Russell Yancey
Apr 21, 2016·Nursing·Steven Jacobs

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Citations

Mar 18, 2020·Nursing Science Quarterly·Nan Russell Yancey

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