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How to Teach Thinking Across the Curriculum
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New nurses require well-developed clinical reasoning skills in order to deliver safe, effective, and compassionate care. Preparing students for practice demands that academic and practice-based educators use transformative strategies to develop clinical reasoning skills. Good teaching leads the learner to know the content; great teaching guides the learner to use the content.
This interactive workshop will highlight the known areas of risk as we transition our students through coursework and into professional practice. You will 1) get hands-on experiences in using the NLN Guide for Teaching Thinking to develop solid debriefing techniques; and 2) practice debriefing techniques surrounding those known areas of risk with feedback from the experts.
Learning Objectives- Identify issues specific to transition to practice.
- Define measureable objectives for success.
- Discuss the essential elements of the NLN Guide for Teaching Thinking.
- Classroom
- Simulation
- Clinical
- Post-clinical
Agenda
Monday, June 4th, 2018 | |
| Time | Content |
| 8:30 - 9:30 a.m. | Welcome Introductions What are Critical Conversations? |
| 9:30 - 10:30 a.m. | Critical Conversations |
| 10:30 - 10:45 a.m. | Break |
| 10:45 a.m. - 12:00 p.m. | Teaching Thinking Including the Use of the NLN Guide |
| 12:00 - 12:45 p.m. | Lunch |
| 12:45 - 1:30 p.m. | Teaching Thinking Including the Use of the NLN Guide (cont.) |
| 2:00 - 2:15 p.m. | Break |
| 2:15 - 4:00 p.m. | It’s Your Turn – How to Teach Thinking |
| 4:00 - 4:30 p.m. | Q&A and wrap up |
Speaker/s
 | Susan Forneris, PhD, RN, CNE, CHSE-A |  | Amy Kline, MA, RN, CHSE |