Key Suppositions of Concept-Based Learning in the Clinical Setting:
1) One key, foundational concept from a theory course is used concurrently in the clinical setting with patients living with a variety of conditions to form connections between a theoretical concept and phenomena the patient is experiencing (Heims & Boyd, 1990; Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
2) The Concept-Based Learning Activity (CBLA) must relate to one or more student learning outcomes (Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
3) Concept-Based Learning in the clinical setting is led by faculty trained in understanding the foundational assumptions of this pedagogy (Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
4) Concept-Based Learning Activities can be optimally used early in the nursing program or when new concepts are being introduced (Nielsen, Noone, Voss, & Mathews, 2013).
5) Concept-Based Learning is planned and purposeful to promote the transfer of learning that will transcend age, settings, and the health continuum (Nielsen, 2009).
6) The foci of Concept-Based Learning in the clinical setting are pattern recognition and critical reflection, which support the development of clinical judgment and decision making abilities as opposed to completion of tasks (Heims & Boyd, 1990; Lasater & Nielsen, 2009; Nielsen, 2009; Nielsen, Noone, Voss, & Mathews, 2013).
Directions on how to use this Concept-Based Learning Activity Clinical Toolkit:
Each Concept-Based Learning Clinical Activity Toolkit is a compilation of information, resources, activities or tools that can be used by faculty in any nursing program or clinical practice partner in Wyoming to implement concept-based learning activities during clinical course rotations or other clinically-related situations. Toolkits need to be standardized in appearance and contain language that is easily understandable to faculty and professionals in clinical practice. The toolkit should contain all the necessary information such that the user who reviews the Toolkit can easily replicate the clinical activity without questions (Agency for Healthcare Research and Quality, 2013). One CBLA equals one CBLA Toolkit.
If you have a clinical activity in any clinical setting that was successful in meeting the criteria of a concept-based learning clinical activity, please share your work with others by completing this Concept-Based Learning Clinical Activity Toolkit. Please be sure to complete each section. Once completed, please submit to Kristy Nielson, MSN CCRN CNE, DNP in Leadership & Innovation student, at email@example.com. At the current time Kristy will review the Toolkit to ensure completeness, clarity and that the activity meets the current criteria of concept-based learning clinical activities.