Concept-Based Learning Activities in Clinical Nursing Education

Abstract

Few substantive changes are evident in clinical learning activities. This article reports the development, use, and beginning research on the Concept-based Learning Activity (CBLA), an innovative clinical learning activity. The main difference between this and current clinical learning activities is the relationship between student and client. Students study and perform selected aspects of the client's nursing management. Focus on specific objectives and best use of clinical time can be achieved with this model. Implementation of the CBLA requires collaboration with nursing staff. Students, staff, and teachers indicate many advantages to the CBLA, including flexibility, focus on learning, efficacy in use of clinical time, and recognition of the student as a capable learner. Formal evaluation of CBLA use indicates positive staff nurse perceptions. Statistically significant results were found when staff nurse groups who used the CBLA were compared with those who did not. Further studies are needed to evaluate learning outcomes.