scholarly journals A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Linghui Chen ◽  
Ting Lin ◽  
Siyue Tang
Keyword(s):  
Nursing Education ◽  
Flipped Classroom ◽  
Nursing Practice ◽  
Learning Experience ◽  
Subjective Experiences ◽  
Focus Group Interviews ◽  
Teacher Student ◽  
Group Interviews ◽  
Scaffolding Strategies ◽  
Qualitative Exploration

Abstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). Methods Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. Results The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. Conclusions Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.

Efficacy of the Flipped Classroom to Teach the Digital Storytelling Process

2020 ◽  
pp. 57-77
Author(s):  
Hafidi Mohamed ◽  
Mahnane Lamia
Keyword(s):  
Research Method ◽  
Flipped Classroom ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Point Of View ◽  
Learning Spaces ◽  
Multiple Sources ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Experience Questionnaire

The flipped classroom can be used to encourage teachers to prepare their own stories for their students and connect with peers to build their own collaborative learning spaces. Teachers can create digital storytelling from the content or have their students do it to demonstrate their understanding of the content. The greatest benefit in the flipped classroom may be found when students may be given assignments in which they are asked to research a topic, look for pictures, record their voice, and then choose a particular point of view. This chapter explores storytellers' experiences of digital storytelling (DST) through a flipped classroom approach. A mixed research method was employed, using multiple sources of data collection, including pre-and post-tests, perception of flipped learning experience questionnaire, the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the flipped classroom not only enhanced the participants' motivation, making them more active, but also significantly improved their ability.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

scholarly journals Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Physical Exam ◽  
Pedagogical Practice ◽  
Focus Group Interviews ◽  
Group Interviews

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

scholarly journals Nurses’ Experience of Using an Application to Support New Parents after Early Discharge: An Intervention Study

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Dorthe Boe Danbjørg ◽  
Lis Wagner ◽  
Bjarne Rønde Kristensen ◽  
Jane Clemensen
Keyword(s):  
Data Analysis ◽  
Participatory Design ◽  
Nursing Practice ◽  
Intervention Study ◽  
Participant Observation ◽  
Early Discharge ◽  
Focus Group Interviews ◽  
Postnatal Ward ◽  
Postnatal Mothers ◽  
Group Interviews

Background.A development towards earlier postnatal discharge presents a challenge to find new ways to provide information and support to families. A possibility is the use of telemedicine.Objective.To explore how using an app in nursing practice affects the nurses’ ability to offer support and information to postnatal mothers who are discharged early and their families.Design.Participatory design. An app with a chat, a knowledgebase, and automated messages was tried out between hospital and parents at home.Settings.The intervention took place on a postnatal ward with approximately 1,000 births a year.Participants.At the onset of the intervention, 17 nurses, all women, were working on the ward. At the end of the intervention, 16 nurses were employed, all women.Methods.Participant observation and two focus group interviews. The data analysis was inspired by systematic text condensation.Results.The nurses on the postnatal ward consider that the use of the app gives families easier access to timely information and support.Conclusions.The app gives the nurses the possibility to offer support and information to the parents being early discharged. The app is experienced as a lifeline that connects the homes of the new parents with the hospital.

scholarly journals Peer Learning through Pedagogical Observation in Driving Teacher Education in Norway

2021 ◽  
Vol 9 (1) ◽  
pp. 13-28
Author(s):  
Hilde Kjelsrud ◽  
Hilde Kjelsrud
Keyword(s):  
Focus Group ◽  
Learning Outcome ◽  
Learning Activity ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Constructive Feedback ◽  
Teacher Student ◽  
Teacher Students ◽  
Group Interviews ◽  
The University

The purpose of this article is to examine what driving teacher students think they learn from the learning activity pedagogical observation and what factors concerning this activity they think are important for their learning outcome. At a driving school connected to a university, driving teacher students give driving lessons to student drivers with a peer driving teacher student—a pedagogical observer—in the back seat. Focus group interviews involving eight driving teacher students were conducted to explore what they think they learn through pedagogical observation, and the data was analysed using thematic analysis. The focus group interviews revealed that driving teacher students think they (1) strengthen their driving teacher role, (2) strengthen their peer guidance role, (3) increase their subject knowledge (4) and learn to interact with student drivers. For this learning outcome to occur, driving teacher students point to these factors: 1) the need for a focused plan; 2) establishing a definite agreement; 3) having a committed attitude; 4) providing constructive feedback; and 5) possessing appropriate knowledge. This study contributes to the sparse research on cooperation among driving teacher students in the practical field at the university level. It shows that the learning activity of pedagogical observation enables driving teacher students to learn from each other during driving lessons as a two-way reciprocal learning activity.

Competence of Accelerated Second Degree Students after Studying in a Collaborative Model of Nursing Practice Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Deborah A. Raines
Keyword(s):  
Nursing Education ◽  
Real World ◽  
Nursing Practice ◽  
Learning Experience ◽  
Evaluation Study ◽  
Survey Questionnaire ◽  
Program Of Study ◽  
Innovative Model ◽  
Model Of Practice ◽  
Significant Factors

The article, "CAN-Care: An Innovative Model of Practice-Based Learning" was published in the International Journal of Nursing Education Scholarship in 2006 (Article 20). Reported in this paper are the findings of a program evaluation study with 58 participants who completed a survey questionnaire at the end of the program of study and six-months post graduation. The data reveal that the model resulted in graduates who perceived themselves to be competent and effectively prepared for real-world nursing practice. This is contrary to the existing literature which reports graduates' perceived lack of readiness for RN practice. The participants in this study also identified the opportunity to work with a consistent unit-based nurse and having the nursing practice course experiences on consecutive days and for the entire 12-hour shift as significant factors in the effectiveness of their learning experience.

scholarly journals Learner reflections on a postgraduate emergency medicine simulation curriculum: a qualitative exploration based on focus group interviews

CJEM ◽  
2021 ◽  
Author(s):  
Nicole Kester-Greene ◽  
Caroline Filipowska ◽  
Heather Heipel ◽  
Gerhard Dashi ◽  
Dominique Piquette
Keyword(s):  
Emergency Medicine ◽  
Focus Group ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Qualitative Exploration

scholarly journals Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

2020 ◽  
Vol 12 (4) ◽  
pp. 393-410
Author(s):  
Reynold Culimay Padagas ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Structured Interview ◽  
The Philippines ◽  
Clinical Instructors ◽  
Teacher Student ◽  
Assessment Of Student Learning

Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

scholarly journals Megszólítási gyakorlatok és stratégiák az oktató-hallgató viszonyban

2021 ◽  
Vol 47 ◽  
pp. 13-21
Author(s):  
Ágnes Domonkosi
Keyword(s):  
Joint Work ◽  
Focus Group Interviews ◽  
Address Forms ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Group Interviews ◽  
Student Relationship ◽  
High Degree

The aim of this paper is to show how Hungarian address practices are working in the context of higher education. The study also offers a description of interpretations and ideologies related to these practices. The research is based on questionnaires, individual and focus-group interviews conducted with teachers and students of a university institute training Hungarian teachers. The data reveal that the reciprocal use of V forms is the main strategy to convey respect and distance. They also show that a frequent practice is the non-reciprocal use of pronouns (Ön/Maga/te) and the comb inat i on of l ex i ca l forms encod ing var i ous degrees of social distance. The analysis points out that address practices in this community are shaped by the following factors: the hierarchical, role-dependent nature of the teacher-student relationship, the role of solidarity in joint work activities, and the adaptation of individual address repertoires to the norms of the practice community. The paper demonstrates that the non-reciprocal use of address forms does not indicate a high degree of hierarchy, but rather different ideologies and interpretations of address practices on the part of students and teachers.

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