Table 1.
SBN Online Course Modules and Learning Objectives.
| SBN in Clinical Teaching: Modules and Learning Objectives |
|---|
| Module 1: Strengths-Based Nursing |
| 1. Develop an awareness of SBN and its potential to provide nurses with a lens to guide actions and decisions. |
| 2. Describe the tools of SBN: the foundational pillars, the value wheel, and the spiraling process. |
| 3. Identify ways to work with a person's strengths. |
| 4. Recognize when SBN is being used in practice. |
| Module 2: Strengths-Based Teaching and Learning |
| 1. Outline how the Strengths-Based Teaching and Learning (SBTL) approach promotes learning. |
| 2. Explain how the collaborative partnership between student, preceptor, and faculty is central to SBTL. |
| 3. Describe the tools of SBTL: eight core values, role modeling, and reflective practice. |
| 4. Identify ways to work with a student's strengths. |
| Module 3: Clinical Learning Environment |
| 1. Recall how the quality of the clinical learning environment (CLE) can impact a student's learning and success. |
| 2. Recognize the importance of creating the conditions that promote a student's sense of belonging and trust in the clinical learning environment. |
| 3. Describe the strategies and tools that a preceptor can use to create a quality CLE for students. |
| Module 4: Clinical Reasoning |
| 1. Define clinical reasoning and describe the competencies that promote the development of clinical reasoning skills. |
| 2. Recall how the values underlying SBN can be incorporated into the clinical reasoning process. |
| 3. Describe how the use of questions, the Think Aloud Method, and 5-Minute Preceptor can help students develop their clinical reasoning skills. |
| 4. Describe the phases of the Clinical Reasoning Cycle. |
| Module 5: Feedback and Assessment |
| 1. Define the three types of feedback conversations: praise, coaching, and evaluation. |
| 2. Identify guidelines that can be used to deliver effective feedback to students. |
| 3. Describe how to engage in feedback conversations using a SBTL approach. |
| 4. Recall how and when the Spiraling Process and the Reflective Coaching Feedback Conversation Method can be used to engage in coaching feedback conversations. |
| 5. Identify students who are experiencing difficulty in clinical practice and describe strategies to support them. |