scholarly journals A Survey of Norwegian Nursing Students’ Responses to Student-Centered Small Group Learning in the Study of Human Anatomy and Physiology

2021 ◽  
Vol 7 ◽  
pp. 237796082110458
Author(s):  
Guanglin Cui ◽  
Jann-Briger Laugsand ◽  
Wei Zheng
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Teaching Practice ◽  
Learning Strategy ◽  
Group Learning ◽  
Human Anatomy ◽  
Small Group Learning ◽  
Student Centered ◽  
Anatomy And Physiology ◽  
Performance Satisfaction

Introduction Small group learning (SGL) is a main learning strategy in the study of bioscience subjects in nursing schools. Objectives We evaluated Norwegian nursing students’ responses to the student-centered SGL approach in the study of anatomy and physiology (A&P) and tried to determine what aspects educators should improve regarding the use of SGL in the study of biosciences. Methods A descriptive questionnaire survey was conducted to evaluate Norwegian nursing students’ responses and experiences, for example, motivation, performance, satisfaction, and effectiveness of this new SGL strategy in the study of human A&P. Results Nursing students showed a high motivation and varied experience, for example, different attendance rates, satisfaction, and effectiveness in response to the student-centered SGL strategy in the study of human A&P. In addition, some students reported a low completion rate of assigned work for each SGL session. Additional concerns were collected in the open-end survey section. Subsequent thematic analysis of these comments identified that SGL arrangement and teacher tutorials were the main themes that needed to be improved in future SGL practice. Conclusions The information from this survey might provide new insights to educators to understand what and how we should improve the student-centered SGL work in future teaching practice.

scholarly journals To lecture or not to lecture, that is the question! Modern medical and nursing students' perceptions regarding lectures and lecture attendance at the University of Ottawa

2022 ◽  
Vol 11 (S5) ◽  
Author(s):  
Safaa El Bialy ◽  
Mohammad Jay ◽  
Yamilee Hebert ◽  
Neraj Manhas ◽  
Dalia Karol
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Nursing Students ◽  
Small Group ◽  
Learning Style ◽  
Flipped Classroom ◽  
Group Learning ◽  
Small Group Learning ◽  
Educational Role ◽  
Traditional Lectures

Lecture has historically been a core method used for content delivery in healthcare profession education. However, lecture attendance has decreased within the recent generations of students. The current study focus was to assess the medical and nursing students’ perceptions regarding lecture attendance. To assist with this, second year medical (110/320) and nursing students (95/215) were requested to answer a 10-item survey. The results show that the top reasons why medical and nursing students attended lectures, respectively included: “lectures were mandatory” (81.8% and 68.8%), “socializing with peers” (68.2% and 30.1%), and “professor emphasized important points” (67.3% and 90.3%).  While some reasons for students not attending lectures were that the lecture format was not effective (63.5% and 67.7%), students preferred to use recordings of the lectures (43.3% and 18.1%). Overall, 64.6% of medical students and 63.4% of nursing students agree that traditional lectures are an effective way of learning.  Sixty two percent of medical students (62% n=68) of medical students stated that traditional lectures is their preferred method of learning compared to flipped classroom (27%), small group learning (30%), and online learning (31%). While (39%) of nursing students stated that traditional lectures is their preferred method of learning compared to flipped classroom (21.5% ), small group learning (3.2%), and online learning (7.4%). The results suggest that there is variability in students’ preferred learning style. While some prefer the face-to-face interaction with the professor, other students favour studying at their own pace. The majority of medical and nursing students think traditional lectures continue to play a major educational role.

Engaging nursing students with small group learning in midwifery education

2019 ◽  
Vol 11 (1) ◽  
pp. 55
Author(s):  
Lumchio Levis Murry ◽  
Philomina Thomas ◽  
Gita Razdan ◽  
Yumnam Surbala Devi ◽  
Poonam Joshi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Group Learning ◽  
Small Group Learning ◽  
Midwifery Education

scholarly journals Incorporation of Small-Group Learning Activities into Biology Lectures to Enhance Learning at a University in Pretoria, South Africa

2021 ◽  
Vol 20 (1) ◽  
pp. 372-390
Author(s):  
Liziwe Lizbeth Mugivhisa ◽  
Joshua Olawole Olowoyo
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Group Learning ◽  
Learning Activities ◽  
Retention Rates ◽  
Small Group Learning ◽  
Student Centered ◽  
Institutions Of Higher Learning ◽  
Before And After ◽  
The Impact

There have been intense teaching challenges at institutions of higher learning as a result of an increasing range of courses offered to students with diverse backgrounds and levels of preparedness. Lecturers are also faced with a high failure rate and increased retention rates. Student achievement is crucial, and efforts have to be made to adapt and change to methods of teaching that contribute to the better performance of students. Hence, calls have been made for a radical shift from teaching which is teacher-centered to student-centered teaching approaches. The study assessed students’ perceptions on the incorporation of active learning in small groups and the impact of the incorporation of small-group learning activities into Biology lectures on the performance of the students. Participants showed a preference for small-group learning activities and indicated that incorporating small-group learning activities into lectures should be compulsory. The average mean test marks of 72 Biology students before and after the incorporation of small-group learning activities were compared. Results showed that the mean test mark (52.7±15.7) of the participants was significantly higher after incorporation of small-group learning activities compared to before incorporation (38.9±16.4), indicating a positive effect (p<0.05) of small-group learning activities on student performance. The participants also showed a preference for the incorporation of small-group learning activities into lectures. It is recommended that other factors such as the preparedness of students before assessments be investigated in future studies.

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

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