scholarly journals The Effect of Action Learning-Based Teaching and Learning Strategies on Metacognitive, Problem Solving, Interpersonal Relationship and Team Efficacy of Nursing Students

2015 ◽  
Vol 8 (11) ◽  
pp. 65-74 ◽  
Author(s):  
Kyung-Hee Chung ◽  
Soon-Gil Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Interpersonal Relationship ◽  
Action Learning ◽  
Team Efficacy ◽  
Teaching And Learning Strategies

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

2021 ◽  
Vol 10 (5) ◽  
pp. 3316-3323
Author(s):  
Seok-Young Han
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Group Work ◽  
Self Efficacy ◽  
Action Learning ◽  
Control Group ◽  
Team Efficacy ◽  
Nursing Skills ◽  
Clinical Program ◽  
Experimental Group

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding

2016 ◽  
Vol 13 (1) ◽  
pp. 35-43
Author(s):  
Susan Mills
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Problem Solving ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Symbolic Interaction ◽  
Complex Problem ◽  
Course Content ◽  
Medication Calculations

AbstractObjective: The purpose of this study was to identify the process of nursing students’ attainment of conceptual understanding when learning medication dosage calculations.Design: This study utilized a grounded theory research design with a blended theoretical framework of constructivism and symbolic interaction.Results: A process of conceptual understanding began with the teaching and learning experiences in the classroom and progressed to students’ reengagement with the course content outside of the classroom. Confusion was the core category of the process. Students who were able to work through the confusion and solve problems were able to attain conceptual understanding and progress to more complex problem solving.Conclusions: Nurse educators need to identify teaching and learning strategies that promote conceptual understanding. Helping students to get beyond memorization and move to understanding of medication calculations can help students’ critical thinking and problem solving ability and lead to conceptual understanding.

scholarly journals ACTIVE TEACHING AND LEARNING STRATEGIES: PERCEPTIONS OF NURSING STUDENTS

2018 ◽  
Vol 22 ◽  
Author(s):  
Márcia Regina Cangiani Fabbro ◽  
Natália Rejane Salim ◽  
Jamile Claro de Castro Bussadori ◽  
Aline Cristiane Cavicchioli Okido ◽  
Giselle Dupas
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Active Teaching ◽  
Teaching And Learning Strategies

Analysis of Medication Errors and near Misses Made by Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Tabatha Teal ◽  
Jan Emory ◽  
Susan Patton
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Medication Errors ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Medication Administration ◽  
The Body ◽  
Psychomotor Skills ◽  
Near Misses ◽  
Teaching And Learning Strategies

AbstractDespite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

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