Date of Award
Master of Science in Nursing (MSN)
Louann B. Zinsmeister
Anne B. Woods
The purpose of this project was to explore the lived experience of nurse educators’ use of the affective domain in clinical post-conference at the baccalaureate level. Five nursing faculty members who provide clinical instruction to undergraduate nursing students were interviewed to explore the experiences and challenges of teaching within the affective domain of learning. Data saturation was reached after transcription and analysis of five participant interviews. Elicited data were coded for identification of common themes with researcher triangulation of raw data themes. Four themes that immerged were lack of knowledge in the affective domain, use of open-ended questions to illicit affective responses, post-conference environments hindering use of the affective domain, and lack of evaluation in the domain. These themes will serve to provide insight to barriers and teaching methods within the affective domain in undergraduate clinical nursing education environments to increase information regarding nursing education focused on the affective domain of learning.
Wagoner, Sarah, "Nurse Educators' Use of the Affective Domain of Learning in Critical Instruction" (2016). Nursing (graduate) Student Scholarship. 8.