{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80100"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80100","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"How Associate Degree Nursing Faculty Use Learning Partnerships to Promote Self-Authorship in Clinical Students","abstract":"This qualitative case study explored how associate degree nursing faculty used learning partnerships to promote self-authorship in clinical students at 2 community colleges in the Midwest. Four female full-time faculty members with 4 to 43 years of nursing education experience and 4 clinical students, 3 female and 1 male, ranging in age from 29 to 43 participated. Semi-structured interviews were conducted along with document review of students' self-reflective journals after faculty feedback. The nursing faculty routinely used supportive constructive-developmental pedagogical strategies in clinical instruction however balance of those strategies with the challenging dynamics of the Learning Partnership Model was not as evident. Clinical nursing students did not discuss self-authorship but perceived nursing faculty members were addressing cognitive, intrapersonal, and interpersonal development.","abstract_html":"This qualitative case study explored how associate degree nursing faculty used learning partnerships to promote self-authorship in clinical students at 2 community colleges in the Midwest. Four female full-time faculty members with 4 to 43 years of nursing education experience and 4 clinical students, 3 female and 1 male, ranging in age from 29 to 43 participated. Semi-structured interviews were conducted along with document review of students' self-reflective journals after faculty feedback. The nursing faculty routinely used supportive constructive-developmental pedagogical strategies in clinical instruction however balance of those strategies with the challenging dynamics of the Learning Partnership Model was not as evident. Clinical nursing students did not discuss self-authorship but perceived nursing faculty members were addressing cognitive, intrapersonal, and interpersonal development.","abstract_has_math":false,"creators":["Miller, H. 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