Abstract
Active Clinical Training Approach (ACTA) is a newly developed theoretical model of active learning to promote self-directed learning through integrating the process, person, and context model.
This study aimed to assess whether the use of Active Clinical Training Approach (ACTA) increases students' engagement in clinical practicum and enhances self-directed learning skills.
A descriptive case study design was used. Forty-one students were enrolled in their 12-week clinical rotation, in which 50% of practice time was allocated for ACTA.
Data were gathered from a variety of sources including observations and focus groups. Thematic analysis revealed that ACTA appeared to enhance self-directed learning skills through providing students opportunities to identify their learning needs and to practice their learned skills, work collaboratively with the healthcare team and their colleagues and search for evidence to justify their clinical conclusions.
ACTA improves nursing students' interactions in clinical practice and supports a shift in student clinical training from student dependency on the clinical instructor to independence in discovering information, solving problems and practicing their learned skills.