Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences

Ping Zou, Lauren Easton, Emily Mudrick, Stephanie Grzelak, Rick Vanderlee


According to the strengths-based care theory, the strengths-based student-led presentation was designed and implemented in order to improve learning and teaching experiences in clinical reflection seminars. This paper describes learning experiences of both the instructor and the learners, explores common narrative themes, and discusses future implications of strengths-based applications in undergraduate nursing education. Through reflection on learning experiences, four themes, including creating a caring and empathetic learning environment, an open self-directed curriculum design, reciprocal learning,  and leadership to influence peers and practicum, have been explored.

Full Text:



Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

Copyright © Sciedu Press 
To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.