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 A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals A Qualitative Exploration of the Teaching- and Learning-Related Content Nursing Students Share to Social Media

2021 ◽  
pp. 084456212110531
Author(s):  
Catherine M. Giroux ◽  
Katherine A. Moreau
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Transition To Practice ◽  
Course Content ◽  
Social Media Platforms ◽  
Collection Period ◽  
Nursing Roles ◽  
Qualitative Exploration

Background: Social media have many applications in health professions education. The current literature focuses on how faculty members use social media to supplement their teaching; less is known about how the students themselves use social media to support their educational activities. In this study, this digital artifact collection qualitatively explored what educational content nursing students shared with their social media accounts. Methods: A total of 24 nursing students’ Facebook, Twitter, and Instagram accounts were followed over 5 months. A modified directed content analysis was conducted weekly and at the end of the data collection period, using two cycles of inductive and deductive coding. Results: This study demonstrated that nursing students used social media to combat isolation, to consolidate course content, to share resources, and to better anticipate the transition to practice as a new nurse. Conclusions: Faculty members can capitalize on social media platforms to help nursing students explore nursing roles and identities while learning about and enacting professional online behaviours.

Design of Experiments in Engineering Education

2020 ◽  
pp. 341-361
Author(s):  
Isabel M. João ◽  
João M. Silva
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Engineering Education ◽  
Learning Strategies ◽  
Process Optimization ◽  
Teaching And Learning ◽  
Statistical Experimental Design ◽  
Quality Literature ◽  
The Common ◽  
Teaching Learning

The chapter will start with an overview of today´s challenges of engineering education. DOE can be very effective for solving problems in view of the new pedagogical challenges in engineering education. The chapter reviews the progress of DOE in engineering teaching and learning for problem solving and for product/process optimization with focus on engineering education in this new millennium. The goal is to identify the main engineering areas accounting for the use of statistical experimental design in engineering education as well as the main teaching/learning strategies and the combination of other tools used to support the use of DOE in engineering education. The main contribution will be to bring up ideas from studies of DOE in teaching/learning engineering environments to better understand the deficit of utilization of such type of approaches in academic projects/experiments despite the common utilization of DOE in statistics and quality literature.

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 EFEKTIVITAS METODE MEMOTIVASI STUDI MURID DENGAN CARA PROBLEM SOLVING KHUSUS PEMBELAJARAN MATERI ILMU FIQIH DI MADRASAH ALIYAH "MIFTAHUL ULUM" DESA NGEMBAL KECAMATAN TUTUR KABUPATEN PASURUAN KELAS XI, TAHUN PELAJARAN 2018-2019

AL MURABBI ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 201-216
Author(s):  
M Jamhuri
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Require Time ◽  
Advantages And Disadvantages ◽  
Teacher Students ◽  
Education Today ◽  
Time Required

Motivation is an invitation or encouragement to students by using a method or method so that students can increase the spirit of learning with their own awareness without any coercion from anyone including the teacher, so that with the motivation of the teacher students are more likely to pursue lessons than others either at home or at school. Many parties who indicate the low quality of education today is closely related to the low motivation of students. In order to solve learning problems such efforts need to be made efforts, which include the development of learning strategies that are able to optimize student learning motivation in order to improve the quality of overall learning in learning. The formulation of the problem is How is the influence of the problem solving method (problem solving) on ​​increasing the learning spirit of students of class XI M.A "MIFTAHULULUM" Ngembal? What are the advantages and disadvantages of problem solving methods in teaching and learning activities? With the application of problem solving methods (problem solving) in class XI M.A MIFTAHUL ULUM Ngembal, the student's learning spirit is increasing as evidenced by the number of students who often argue in solving a problem using literature that has been read and active. The advantages of applying problem solving methods (problem solving) students can actively participate in teaching and learning activities and think more critically than before, so that the classroom atmosphere becomes more alive. Weaknesses of application to implement problem solving methods, namely the provision of reading books as supporting materials. And the time required is relatively long because students usually require time to think so that their opinions are correct and correct.

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