scholarly journals Mix research methods: teaching and learning in 2nd year bachelor nursing program

2016 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Samantha Ismaile ◽  
Haya Alsahlia ◽  
Samina Khan ◽  
Hanan Alshehri
Keyword(s):  
Nursing Education ◽  
Research Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Self Management ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Group A ◽  
Group B

Background: Nursing profession and its development, no doubt plays a crucial role in healthcare sectors. Students’ learning approaches are now being recognized across higher education as having a considerable effect on student achievement’ and their learning outcomes. The learning process in nursing education has always been a challenge to find pedagogical instructional methods that can engage learners actively and help the students to understand concepts for new applications in theoretical and practical situation.Purpose: The aim of this research study is to compare the effect of sequencing theory via classroom lecturing before practical clinical skill taught in laboratories and visa versa on students learning readiness and approaches.Methods: The research method of this study employed a mixed research methods by the implication of both quantitative and qualitative methods. The quantitative research method was conducted by means of two validated questionnaires. The first questionnaire used is the Self- Directed Learning Readiness Scale for Nursing Education (SDLRSNE). This is a self-reporting instrument designed to assess stu-dents' attitudes, abilities, and personality characteristics necessary for self- directed learning. The second questionnaire is the Revised two-factor version of the Study Process (R-SPQ-2F) in order to assess students’ deep or surface learning approaches. The qualitative research was conducted via students reflection on their learning experience via the use of free text comments in Blackboard Learning Management System (LMS) environment. The study sample included 97 nursing students. Students were divided into two groups A and B. Each group consisted of 47 nursing students.Results: Significant differences between group ‘A’ and group ‘B’ were found for SDLRSNE self-management, desire for learning and self-control, suggesting that self-management in group ‘A’ managed their learning better than group ‘B’. There were no significant differences in terms of learning approaches between group ‘A’ and B.Conclusion: This study highlights that students teaching and learning experiences are sensitive to learning environments. This was done through sequencing theoretical and clinical teaching and visa versa in a nursing course. Proper design of the learning environment and the availability of supportive learning tools encourage students learning and teaching experience.

scholarly journals Analytical Study of Self-directed and Problem-Oriented Learning Sessions in Cardio-Respiratory Physiology

2021 ◽  
pp. 30-37
Author(s):  
Suchitra Palve ◽  
Sachin Palve
Keyword(s):  
Medical Curriculum ◽  
Integrated Approach ◽  
Respiratory Physiology ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
P Values ◽  
Significant Difference ◽  
Directed Learning ◽  
Group A

Background: Learner-centred methods for teaching knowledge in the undergraduate medical curriculum utilizing an integrated approach include active learning approaches such as Problem-oriented learning and self-directed learning are two types of education. Aim and objectives: The study aimed to see if self-directed learning and a problem-solving approach to physiology may benefit first-year medical students. Material and methods: 250 students enrolled in Phase I MBBS for two physiology modules: CVS and RS, were involved in this cross-sectional study. Group A (n=125) received self-directed learning sessions for similar topics, whereas Group B (n=125) received problem-oriented learning sessions. An objective evaluation of all subjects covered was done after each SDL and POL session, and the results were analyzed using an unpaired t-test. Results: Cardiovascular physiology self-directed learning sessions, 25.6 % (32/125) of students received maximum scores (group A), whereas 21.6 % (27/125) received moderate grades. 31.2 % (39/125) of problem-oriented sessions received maximum points, whereas 47.2 % (59/125) of pulmonary system module (group A) sig. SDL sessions received intermediate points. The p values (n=0.008) (n=0.009) for both modules indicated a significant difference between 32.8 % (41/125) of those who earned maximum scores and 48 % (60/125) of those who received intermediate grades. With p values of 0.0192, 0.0190, and 0.01179, respectively, pupils achieving 80–89 %, and 70–79 % in both SDL and PBL, had significant variations in their total scores in their internal evaluation when SDL and POL were compared to their overall scores. Conclusion: Self-directed learning sessions are less successful than problem-oriented learning sessions at communicating concepts. It takes time to raise learner’s awareness and prepare them for active; Techniques for learning that are centered.

scholarly journals Early Orientation of Preclinical Mbbs Students in Clinicoradiological Skills

2020 ◽  
Vol 7 (10) ◽  
pp. 5053-5059
Author(s):  
Dr.Bijit Kumar Duara ◽  
Dr Banani ◽  
Dr Rupak Baishya
Keyword(s):  
Skill Acquisition ◽  
Basic Science ◽  
P Value ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Assessment Feedback ◽  
Directed Learning ◽  
Group A ◽  
Group B

As per GMER 2019, the goal of medical education is to creat IMG , who is clinician of first contact ,leader ,communicator,Life long learner  and Professional .Basic science (Anatomy ) is  the  corner  stone of Radiodiagnostic principles .Early Clinico Diagnostic (Radiological) Exposure (ECDE ) ensures well integrated knowledge of applied  Anatomy. Aims of the study were to assess influence of ECDE on students ,perception of students and faculties about utility of ECDE and to improve self directed learning in students. After obtaining administrative approval ,participating Faculties were selected and sensitized. 156 willing first year students were selected and divided in two groups by Random Selection .Group A (ECDE GROUP) and Group B (NON ECDE GROUP ).  ECDE Group was exposed with Radiological films and videos of Cardiopulmonary system in addition to TLM methods in Anatomy, which was not done with Non ECDE Group. Assessment  was made with MCQ  and OSPE. After completion of assessment, feedback of faculties and students were taken for assessing perception on ECDE . In MCQ test  79% (n=62) of ECDE Group scored higher marks in comparison to Non ECDE Group .P value <0.001.  In OSPE Test 89% (n=70) of ECDE Group scored higher marks  compared to Non ECDE Group .p value <0.0001. ECDE has significant impact on knowledge and skill acquisition of students.90% students expressed positively that ECDE increases their interest in basic Science (Anatomy) .86% students and 100% faculties expressed positively that ECDE should be one of the teaching methods in  Anatomy. ECDE motivated students to do SDL.

scholarly journals Student Run Biology Workshop: An Educational and Transformative Experience in Biosciences

2018 ◽  
Vol 8 (3) ◽  
pp. 152
Author(s):  
Katerina Kedraka
Keyword(s):  
Transformative Learning ◽  
Research Method ◽  
Learning Strategy ◽  
Self Management ◽  
Comprehensive Understanding ◽  
Transformative Experience ◽  
Self Directed Learning ◽  
Learning Practices ◽  
Emancipatory Learning ◽  
Directed Learning

Ιn this article we argue that integrating and self-directed knowledge across university learning can lead to critical reflections and potentially transformative learning, for both students and educators. Student Run Biology Workshop (SRBW) is an innovative, self-directed learning project, carried out by the students of the Department of Molecular Biology & Genetics, in the Democritus University of Thrace-Greece. Our aim was to find out whether this educational experience was a transformative experience, as well. Qualitative research method was used; data was collected in December 2017 at the end of three feedback discussions by personally-written opinion documents and proceeded through Content Analysis. Results showed that students’ participation and consequently their teamwork within the SRBW energized them to face assumptions, to engage in new concerns, to adopt alternative learning practices, to gain a critical and comprehensive understanding of Biosciences and their role within the field. The experience gained by the students has led them to a review of roles, to the building of a new perception of knowledge, to co-operation, to self-management of educational activities, and, eventually, to a more emancipatory learning. But what if this SRBW project is something much more? Which are the key dilemmas concerning this emancipatory learning strategy deriving from this experience for the participant students- future Bioscientists? Furthermore, what about the dilemmas that we, their professors, faced when we saw our students fly so high –without needing us? And, as Brookfield (1996) underlined, can we critically approach our assumptions and assertions without experiencing the consequences of our actions?

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals Analisis Postur Kerja Operator dengan Metode Rula di Area Gas Cutting

2017 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Irwan Pegiardi ◽  
Firdanis Setyaning Handika ◽  
Supriyadi Supriyadi
Keyword(s):  
Upper Limb ◽  
Research Method ◽  
The Body ◽  
Sitting Position ◽  
Upper Limbs ◽  
Work Posture ◽  
Long Time ◽  
Group A ◽  
Group B

The gas cutting area has several jobs that are risky to the operator, such as activities with squatting, bending positions. This study aims to determine the risk of work in the gas cutting area as a basis for improving work posture. The method used is RULA (Rapid Upper Limb Assessment) is a research method for investigating disorders of the upper limbs. By measuring the group A score and group B score. Based on the results of the RULA value in the process of operating the machine with a sitting position with a score 3. clearing the cutting plate with a bent position with a score of 5, and the highest score 6 in the grinding plate cutting. To reduce pain in the neck, torso, and arms, operators should not do work postures that cause pain in the body for a long time.

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