scholarly journals Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Mohsen Salari ◽  
Amrollah Roozbehi ◽  
Abdolvahed Zarifi ◽  
Rohani Ahmad Tarmizi
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Pediatric Nursing ◽  
Pediatric Nursing Course ◽  
Nursing Course

scholarly journals EFEKTIFITAS PEMBELAJARAN JIGSAW TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA MATA KULIAH KEPERAWATAN ANAK

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ni Wayan Wiwin Asthiningsih ◽  
Dwi Rahmah Fitriani ◽  
Arief Budiman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Pediatric Nursing ◽  
Multiple Sampling ◽  
Kolmogorov Smirnov ◽  
Nursing Courses ◽  
Pediatric Nursing Course ◽  
Nursing Course

ABSTRAKKemampuan berpikir kritis mahasiswa pada mata kuliah Keperawatan Anak masih rendah terutama jika mahasiswa dihadapkan pada materi pembelajaran yang membahas kasus-kasus pada anak yang sering terjadi di Rumah Sakit. Banyak faktor yang dapat menyebabkan hal tersebut, diantaranya adalah metode belajar yang digunakan dosen masih konvensional dan monoton sehingga mahasiswa kurang aktif dalam proses pembelajaran. Penelitian ini bertujan untuk mengetahui keefektifan pembelajaran Jigsaw terhadap kemampuan berpikir kritis mahasiswa pada mata kuliah Keperawatan Anak.Populasi penelitian ini adalah mahasiswa semester 4 Program Studi Ilmu Keperawatan Universitas Muhammadiyah Kalimantan Timur. Sampel penelitiandiambil dua kelas dengan teknik multiple sampling dan penentuan kedua kelas dipilih secara random. Mahasiswa yang berada pada kelompok kontrol (n=51) dan kelompok Jigsaw (n=52). Instrumen penelitian yang digunakan untuk menilai kemampuan berpikir kritis mahasiswa adalah CTDSRF dan lembar observasi. Data yang diperoleh dilakukan uji normalitas dengan menggunakan Kolmogorov-Smirnov dan dianalisis menggunakan Mann-Whitney karena data berdistribusi tidak normal. Berdasarkan hasil uji Mann-Whitney diperoleh  bahwa nilai Sig. (2-tailed) 0.006 0.05 yang berarti terdapat perbedaan yang signifikan antara pembelajaran Jigsaw dan pembelajaran konvensional terhadap kemampuan berpikir kritis mahasiswa pada mata kuliah Keperawatan Anak. Hal ini menunjukkan bahwa kemampuan berpikir kritis kelompok eksperimen (Jigsaw) lebih baik dibandingkan dengan kelompok kontrol. Dengan adanya perbedaan rata-rata kemampuan berpikir kritis pada kelompok eksperimen dan kelompok kontrol, maka dapat disimpulkan bahwa pembelajaran Jigsaw berpengaruh terhadap kemampuan berpikir kritis mahasiswa pada mata kuliah Keperawatan Anak.Metode pembelajaran Jigsaw ini dapat digunakan dalam proses pembelajaran tidak hanya pada mata kuliah Keperawatan anak saja tetapi pada mata kuliah yang lain agar mahasiswa mampu mengembangkan kemampuan berpikir kritis dalam menganalisis kasus. ABSTRACTStudents' critical thinking skills in pediatric nursing courses are still low, especially if students are faced with learning material that discusses cases in children that often occur in hospitals. Many factors can cause this, namely, the learning methods used by teachers are still conventional and monotonous so that students are less active in the learning process. This study aimed to know the effectiveness of Jigsaw learning on students' critical thinking skills in the Pediatric Nursing course. The population of this research was the 4th-semester students of Nursing Science Study Program at Universitas Muhammadiyah Kalimantan Timur. The sample of the study was taken two classes with multiple sampling techniques and the determination of both classes was chosen randomly. Students in the control group (n = 51) and the Jigsaw group (n = 52). The research instrument used to assess students` critical thinking skill is CTDSRF and observation sheet. The data obtained were tested for normality using Kolmogorov-Smirnov and analyzed using Mann-Whitney because the data were not normally distributed. Based on the Mann-Whitney test results obtained Sig. (2-tailed) 0.006 0.05, which means that there is a significant difference between Jigsaw learning and conventional learning on students' critical thinking skills in the Pediatric Nursing course. This showed that the critical thinking ability of the experimental group (Jigsaw) is better than the control group. With the average difference in critical thinking skills in the Pediatric Nursing courses. This Jigsaw learning method can be used in the learning process, not only in the Pediatric Nursing course but also in other subject, so that students are able to develop critical thinking skills in analyzing cases.

scholarly journals Stimulasi Critical Thinking Mahasiswa Melalui Pendekatan Concept Mapping-Vignette Pada Mata Kuliah Keperawatan Anak

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Windasari Aliarosa ◽  
Mona Megasari
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
P Value ◽  
Pediatric Nursing ◽  
Pediatric Nursing Course ◽  
Nursing Course

ABSTRAKPermasalahan dalam pendidikan keperawatan adalah dibutuhkannya pengembangan strategi pembelajaran yang secara aktual dapat membantu meningkatkan keterampilan critical thinking mahasiswa, khususnya dalam mata kuliah keperawatan anak. Salah satu pendekatan yang dapat diaplikasikan adalah concept mapping-vignette. Tujuan penelitian ini adalah untuk mengidentifikasi pengaruh pendekatan concept mapping-vignette dalam stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak. Penelitian ini menggunakan desain quasi-experiment post-test only  with control group. Pengambilan responden menggunakan purposive sampling dengan jumlah responden sebanyak 37 orang yang terbagi menjadi kelompok intervensi sebanyak 19 orang dan kontrol sebanyak 18 orang melalui pemilihan acak. Instrumen yang digunakan dalam penelitian ini adalah California Critical Thinking Skills Test (CCTST). Hasil perhitungan statistik menunjukkan bahwa nilai p-value(0.283) lebih besar dari nilai α (0.05) yang menandakan tidak ada pengaruh signifikan pendekatan concept mapping-vignette terhadap stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak, namun responden pada kelompok intervensi memiliki nilai critical thinking relatif lebih tinggi dibandingkan dengan responden pada kelompok kontrol, khususnya pada item analisis, inferensial, evaluasi, dan deduksi. Sedangkan pada item induksi, responden pada kelompok intervensi memiliki nilai critical thinking yang lebih rendah dari kelompok kontrol. Berdasarkan pada hasil yang didapatkan, pendekatan concept mapping-vignette perlu diaplikasikan sebagai strategi pembelajaran di kelas khususnya pada mata kuliah keperawatan anak dan dapat dikembangkan untuk mata kuliah keperawatan yang lainnya. Penelitian lain perlu dilakukan dengan menggunakan instrumencritical thinking yang lain, dengan jumlah responden yang lebih besar, dan menggunakan desain pretest-posttest with control group. ABSTRACTThe problem in nursing education is the need to develop learning strategies that can help improve students' critical thinking skills, especially in pediatric nursing course. One approach that can be applied is concept mapping-vignette. The purpose of this study was to identify the effect of the concept mapping-vignette approach in the stimulation of students' critical thinking in child nursing courses. This study was used a quasi-experiment design post-test only with a control group. The respondents were taken by purposive sampling as many as 37 people who are divided into two groups, 19 respondents as intervention group and 18 respondents as control group through random selection. The instrument used in this study was the California Critical Thinking Skills Test (CCTST). The results of statistical calculations showed that the p-value is greater than the α value (0.05), which indicates that there is no significant effect of the concept mapping-vignette approach to the stimulation of students' critical thinking in pediatric nursing course, but respondents in the intervention group have relatively higher critical thinking values compared to respondents in the control group, especially in the items of analysis, inference, evaluation, and deduction. Whereas in the induction item, respondents in the intervention group had lower critical thinking values than the control group. Based on the results, the concept mapping-vignette approach needs to be applied as a learning strategy in the classroom especially in pediatric nursing course and can be developed for other nursing courses. Another research needs to conducted using other critical thinking instruments, with a larger number of respondents and using a pretest-posttest with control group design.

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

2021 ◽  
Author(s):  
Caitlin N Cadaret ◽  
Dustin T Yates
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Higher Order ◽  
Information Retention ◽  
Desirable Difficulties ◽  
Animal Physiology ◽  
Initial Learning ◽  
Retention Of Knowledge ◽  
Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

scholarly journals Early teaching experiences in the field of mental health: a break from concepts/prejudices

2011 ◽  
Vol 5 (10) ◽  
pp. 2572
Author(s):  
Raionara Cristina de Araújo Santos ◽  
Rafaella Leite Fernandes ◽  
Tarciana Sampaio Costa ◽  
Francisco Arnoldo Nunes de Miranda
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Graduate Program ◽  
Rio Grande ◽  
Adult Health ◽  
Mental Health Nursing ◽  
Salud Mental ◽  
Health Nursing ◽  
Nursing Course

ABSTRACTObjective: to report early experiencesin teaching resulting from practical classes in the discipline Adult Health I, under the perspective of Mental Health. Method: this is an experience report of three students from the Graduate Program in Nursing of Universidade Federal do Rio Grande do Norte (UFRN) on the participation in the practical classes in mental health, held on June 2009, in the 2nd male infirmary of Hospital Psiquiatrico Dr. João Machado (HJM), Natal, Rio Grande do Norte, Brazil, with undergraduate students at the 5th semester of the Nursing course. Results: the practical course activities of each subgroup were carried out during four days, where the individuals identified some aspects of the psychiatry history and the psychiatric reform and became responsible for the nursing care of a patient. Conclusion: the wealth of experiences gained from the practice in mental health at this hospital is highlighted, both on the part of the undergraduate students and the graduate students. Descriptors: nursing; mental health; nursing students; teaching.RESUMO Objetivo: relatar experiências iniciais na docência decorrentes das aulas práticas na disciplina de Saúde do Adulto I, na perspectiva da Saúde Mental. Método: trata-se de um relato da experiência de três alunas do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Rio Grande do Norte (UFRN) acerca da participação nas aulas práticas em saúde mental, realizadas em junho de 2009, na 2ª enfermaria da ala masculina do Hospital Psiquiátrico Dr. João Machado (HJM), Natal/RN, com os acadêmicos do 5º período do curso de Enfermagem. Resultados: as práticas disciplinares de cada subgrupo ocorreram durante quatro dias, onde os indivíduos identificaram alguns aspectos da história da psiquiatria e da reforma psiquiátrica e tornaram-se responsáveis pelos cuidados de enfermagem de um paciente. Conclusão: salienta-se a riqueza de experiências advindas das práticas em saúde mental neste hospital, tanto por parte dos alunos de graduação como para as mestrandas. Descritores: enfermagem; saúde mental; estudantes de enfermagem; ensino.RESUMENObjetivo: relatar experiencias iniciales en la docencia derivadas de las clases prácticas en la disciplina de Salud del Adulto I, en la perspectiva de la Salud Mental. Método: esto es un relato de experiencia de tres alumnas del Programa de Posgrado en Enfermería de la Universidade Federal do Rio Grande do Norte (UFRN) acerca de las clases prácticas en salud mental, realizadas en junio de 2009, en la 2ª enfermería masculina del Hospital Psiquiátrico Dr. João Machado (HJM), Natal, Rio Grande do Norte, Brasil, con académicos del 5º periodo del curso de Enfermería. Resultados: las prácticas en la clase de cada subgrupo ocurrieron durante cuatro días, donde los individuos identificaron algunos aspectos de la historia de la psiquiatría y de la reforma psiquiátrica y se tornaron responsables por la atención de enfermería de un paciente. Conclusión: se destaca la riqueza de experiencias advenidas de las prácticas en salud mental en este hospital, tanto por parte de los estudiantes de graduación como de las estudiantes de postgrado. Descriptores: enfermería; salud mental; estudiantes de enfermería; enseñanza.

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