The utilization of active methodologies in nursing education: the perception of undergraduate course students

2020 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Victoria Marina Lima Dos Santos ◽  
Ione Ferreira Santos ◽  
Cássia Galli Hamamoto ◽  
Mara Quaglio Chirelli
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Critical Reasoning ◽  
Data Process ◽  
Search For Information ◽  
Teaching Learning

The objective of this research is to analyze how nursing students of the Marilia Medical School (FAMEMA) perceive the Systematized Educational Unit, to motivate the reflection regarding the course’s curriculum, which goes through a dynamic improvement process, allowing the implementation of necessary changes. It’s about a qualitative study, in which 20 undergraduates from the first and second years were interviewed, providing data for the thematic analysis. The chosen analysis modality made possible to explore the object of investigation in a systematic way and contributed to the beginner’s researcher learning about the qualitative data process. Through the thematic analysis it was observed, in the undergraduates speeches, some contributions of the active methodologies: the learning how to learn, the development of the critical reasoning and the autonomy to search for information in a qualified way, to build the knowledge, teamwork abilities and the humanized education focused on the broader approach of the care. The articulation of the tutorial cases with practice is considered a strength by the interviewed, while the undergraduates’ difficulty in transitioning from the traditional teaching method to the active methodologies after they enroll in FAMEMA is a weakness. According to the students, the study is deeper in the active methods of teaching-learning compared to the traditional teaching. However, there is a need to improve how the contents are delimited and explored.

scholarly journals Application of Internet and Artificial Intelligence in Humanized Nursing Teaching

2021 ◽  
pp. 341-348
Author(s):  
Wang Xiaolong
Keyword(s):  
Artificial Intelligence ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching Method ◽  
Research Direction ◽  
Traditional Teaching ◽  
Network Environment ◽  
Teaching Mode ◽  
Technology In Teaching ◽  
Practical Operation

In nursing teaching, students are required to apply the learned theoretical knowledge to practical operation, and have the ability to comprehensively analyze and solve problems. At present, the traditional teaching mode is mostly used in nursing teaching in China. "Indoctrination" with textbooks as the theoretical basis and teachers' teaching as the main teaching method " With the rise of network technology and the application of modern educational technology in teaching, the research direction and focus of PBL have gradually shifted to the integration of network environment and PBL teaching mode This paper studies the application of Internet and artificial intelligence in humanized nursing teaching. This paper focuses on PBL teaching method based on network environment (WPBL) The results show that PBL teaching mode under the network environment does have many advantages in medical nursing education. This method can effectively cultivate nursing students' problem-solving ability and critical thinking ability, which is consistent with the goal of nursing education.

scholarly journals Percepções de estudantes de enfermagem sobre a utilização do portfólio reflexivo

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Antonio Germane Alves Pinto ◽  
Daniele Gomes da Silva ◽  
Estephani Vitorino Correia da Silva ◽  
João Paulo Xavier Silva ◽  
José Adelmo da Silva Filho ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Process ◽  
Assessment Method ◽  
Traditional Teaching ◽  
Process Data ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Investigación Cualitativa ◽  
Teaching Learning

Objetivo: Analisar as percepções de estudantes de graduação em Enfermagem sobre a utilização do portfólio reflexivo como método de ensino, aprendizagem e avaliação. Método: Pesquisa qualitativa, realizada em uma turma de acadêmicos de Enfermagem, os quais desenvolveram portfólios para a disciplina Tópicos Especiais do Cuidado de Enfermagem. Utilizou-se questionário sobre a percepção dos acadêmicos na construção do portfólio com ênfase em aspectos positivos e negativos do processo. Os dados foram categorizados pela análise de conteúdo temática. Resultados: Os resultados evidenciaram que a utilização do portfólio constitui uma ferramenta para superação do modelo tradicional de ensino, visando a reflexão do estudante no processo ensino-aprendizagem. O sucesso do uso do portfólio como metodologia ativa e método de avaliação depende da participação e interesse dos estudantes e professores. Conclusão: A reflexão no processo ensino-aprendizagem se torna possível com a utilização de metodologias ativas. Como implicações para a prática de Enfermagem, o portfólio se mostrou uma estratégia eficiente para a ampliação do conhecimento teórico, auxiliando no desenvolvimento das habilidades e competências da profissão.Descritores: Educação em Enfermagem; Aprendizagem; Avaliação educacional.PERCEPTIONS OF NURSING STUDENTS ON THE USE OF THE REFLECTIVE PORTFOLIOObjective: To analyze the perceptions of undergraduate nursing students about the use of the reflective portfolio as a teaching, learning and assessment method. Method: Qualitative research, conducted in a class of nursing students, who developed portfolios for the discipline Special Topics of Nursing Care. We used a questionnaire about the students' perception in the portfolio construction with emphasis on positive and negative aspects of the process. Data were categorized by thematic content analysis. Results: The results showed that the use of the portfolio is a tool for overcoming the traditional teaching model, aiming at student reflection in the teaching-learning process. The success of using the portfolio as an active methodology and assessment method depends on the participation and interest of students and teachers. Conclusion: Reflection in the teaching-learning process becomes possible with the use of active methodologies. As implications for nursing practice, the portfolio proved to be an efficient strategy for the expansion of theoretical knowledge, helping in the development of skills and competences of the profession.        Descriptors: Nursing education; Learning; Educational evaluation.PERCEPCIONES DE ESTUDIANTES EN REFERENCIA SOBRE EL USO DE LA CARTERA REFLECTIVAObjetivo: analizar las percepciones de los estudiantes de pregrado de enfermería sobre el uso de la cartera reflexiva como método de enseñanza, aprendizaje y evaluación. Método: Investigación cualitativa, realizada en un grupo de estudiantes de Enfermería, que desarrollaron portafolios para la disciplina Temas Especiales en Atención de Enfermería. Se utilizó un cuestionario sobre la percepción de los académicos en la construcción de la cartera con énfasis en los aspectos positivos y negativos del proceso. Los datos fueron categorizados por análisis de contenido temático. Resultados: Los resultados mostraron que el uso del portafolio es una herramienta para superar el modelo de enseñanza tradicional, con el objetivo de reflejar al alumno en el proceso de enseñanza-aprendizaje. El éxito del uso de la cartera como metodología activa y método de evaluación depende de la participación e interés de estudiantes y maestros. Conclusión: La reflexión en el proceso de enseñanza-aprendizaje se hace posible con el uso de metodologías activas. Como implicaciones para la práctica de enfermería, el portafolio demostró ser una estrategia eficiente para expandir el conocimiento teórico, ayudando a desarrollar las habilidades y competencias de la profesión.Descriptores: Educación en enfermería; Aprendizaje; Evaluación educativa.

scholarly journals Facilitation as a teaching strategy : experiences of facilitators

Curationis ◽  
2006 ◽  
Vol 29 (3) ◽  
Author(s):  
E Lekalakala-Mokgele
Keyword(s):  
Nursing Education ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Traditional Teaching ◽  
Main Question ◽  
Contextual Design ◽  
Group Interviews ◽  
Teaching Learning

Changes in nursing education involve the move from traditional teaching approaches that are teacher-centred to facilitation, a student centred approach. The studentcentred approach is based on a philosophy of teaching and learning that puts the learner on centre-stage. The aim of this study was to identify the challenges of facilitators of learning using facilitation as a teaching method and recommend strategies for their (facilitators) development and support. A qualitative, explorative and contextual design was used. Four (4) universities in South Africa which utilize facilitation as a teaching/ learning process were identified and the facilitators were selected to be the sample of the study. The main question posed during in-depth group interviews was: How do you experience facilitation as a teaching/learning method?. Facilitators indicated different experiences and emotions when they first had to facilitate learning. All of them indicated that it was difficult to facilitate at the beginning as they were trained to lecture and that no format for facilitation was available. They experienced frustrations and anxieties as a result. The lack of knowledge of facilitation instilled fear in them. However they indicated that facilitation had many benefits for them and for the students. Amongst the ones mentioned were personal and professional growth. Challenges mentioned were the fear that they waste time and that they do not cover the content. It is therefore important that facilitation be included in the training of nurse educators.

scholarly journals A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method

2018 ◽  
Vol 5 (3) ◽  
pp. 175-183 ◽  
Author(s):  
Qiao-Qian Luo ◽  
Marcia A Petrini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Patient Care ◽  
Clinical Reasoning ◽  
Teaching Method ◽  
Essential Feature ◽  
Care Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Ability

AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

scholarly journals Impacto da metodologia de simulação realística na graduação de enfermagem

2017 ◽  
Vol 11 (12) ◽  
pp. 5269 ◽  
Author(s):  
Roseane Mota Santana Rohrs ◽  
Claudenice Ferreira Dos Santos ◽  
Ruana Dos Santos Barbosa ◽  
Renata Da Silva Schulz ◽  
Milena Bastos De Carvalho
Keyword(s):  
Nursing Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Private University ◽  
Higher Learning ◽  
Simulated Patients ◽  
Traditional Teaching ◽  
Learning Achievement ◽  
Simulation Methodology ◽  
The Impact

RESUMOObjetivo: analisar o impacto da metodologia da simulação realística na visão dos acadêmicos de enfermagem. Método: estudo quanti-qualitativo, a partir da pesquisa-ação, utilizando questionário semiestruturado com amostra de 133 acadêmicos do 6º ao 10º semestre em uma Universidade privada. Resultados: 98% dos acadêmicos afirmaram gostar muito da aula com a metodologia de simulação; 97% relataram ter diferença na aprendizagem com a simulação; destes, 62% confirmaram ter maior rendimento no aprendizado quando utilizada a simulação com paciente simulado; e 35% mencionaram ter melhor rendimento quando utilizado o boneco estático. Conclusão: o estudo demonstrou impacto positivo da metodologia de simulação entre os acadêmicos ao demostrarem preferência no uso desta metodologia em detrimento ao método de ensino tradicional e que o uso dessa metodologia permite melhorias no processo de ensino-aprendizado. Descritores: Simulação; Enfermagem; Ensino; Educação. ABSTRACTObjective: to analyze the impact of realistic simulation methodology on nursing students' view. Method: quantitative-qualitative study, based on action research, using a semistructured questionnaire with a sample of 133 students from the 6th to the 10th semester in a private university. Results: 98% of the students said they liked the classes with the simulation methodology; 97% stated they felt a difference in learning with the simulation; of these, 62% affirmed they had a higher learning achievement when using simulation with simulated patients; and 35% stated having higher learning achievement when using the static doll. Conclusion: the present study showed a positive impact of the simulation methodology among the students, demonstrating a preference in the use of this methodology in detriment to the traditional teaching method and that the use of this methodology allows improvements in the learning process. Descriptors: Simulation; Nursing; Teaching; Education; Learning.RESUMENObjetivo: analizar el impacto de la metodología de la simulación realística en la visión de los académicos de enfermería. Método: estudio cuantitivo-cualitativo, a partir de la investigación, utilizando cuestionario semi-estructurado con muestra de 133 académicos del 6º al 10º semestre en una Universidad privada. Resultados: 98% de los académicos afirmaron que gustaban mucho de la clase con la metodología de simulación; 97% relataron tener diferencia en el aprendije con la simulación; de este, 62% confirmaron tener mayor rendimiento en el aprendizado cuando utilizado la simulación con paciente simulado; y 35% mencionaron tener mejor rendimiento cuando utilizado el muñeco estático. Conclusión: el estúdio demostró impacto positivo de la metodología de simulación entre los académicos al demostrar preferencia en el uso de esta metodología en detrimento al método de enseñanza tradicional y que el uso de esa metodología permite mejorías en el proceso de enseñanza-aprendizaje. Descriptores: Simulación; Enfermería; Enseñanza; Educación; Aprendimiento.

scholarly journals Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature

2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Mary Chabeli
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Concept Mapping ◽  
Nurse Educators ◽  
Short Term Memory ◽  
Teaching Method ◽  
Educational Process ◽  
Theoretical Frameworks ◽  
Reading Material

Nursing students are exposed to a vast amount of information and reading material that is very specific, technical, and new to the students. Unless nurse educators provide a learning environment that promotes understanding through interaction, students might only commit unassimilated information to their short-term memory through rote learning, and no meaningful learning will occur. Nursing students must be able to link learned facts, concepts and principles with new knowledge in order to make sound rational decisions in practice (All & Havens 1997:1210, 1213). The aim of this paper is to describe the utilisation of concept-mapping as a teaching method to facilitate critical thinking by students in nursing education. The description of the utilisation of concept-mapping is done from the theoretical framework of concept-mapping and critical thinking to provide the epistemological basis for concept-mapping (Facione 1990:6, 13). Based on the exploration and description of the theoretical frameworks, four steps to facilitate critical thinking were formulated through concept-mapping on the basis of the educational process: the identification, interactive constructing process, formulation and evaluation steps. It is concluded that the utilisation of these steps will assist nurse educators to implement conceptmapping as a teaching method to facilitate critical thinking by student nurses in nursing education. Recommendations are made.Opsomming Verpleegkundestudente word blootgestel aan ’n geweldige hoeveelheid inligting en leesmateriaal wat baie spesifiek, tegnies en nuut is vir die studente. Tensy verpleegkundeopvoeders ’n leeromgewing kan voorsien wat deur interaksie die bevordering van begrip bewerkstellig, kan studente inligting deur papegaaiwerk in hul korttermyngeheue stoor, eerder as om dit te assimileer – geen betekenisvolle leer sal dus plaasvind nie. Verpleegkundestudente moet die vermoë hê om die verband tussen aangeleerde feite, konsepte en beginsels en nuwe kennis te lê sodat hulle in die praktyk rasionale besluite kan maak (All & Havens 1997:1210, 1213). Hierdie artikel het ten doel om die aanwending van konsepkartering as 'n onderrigstrategie te beskryf, ten einde die kritiese denke van leerders in die verpleegkunde te fasiliteer. Die beskrywing van die aanwending van konsepkartering word vanuit die teoretiese raamwerke van konsepkartering en kritiese denke gedoen om die epistemologiese grondslag vir konsepkartering te voorsien (Facione 1990:6, 13). Gegrond op die verkenning en beskrywing van die teoretiese raamwerke, word vier fases vir die fasilitering van kritiese denke geformuleer deur middel van konsepkartering. Hierdie verkenning en beskrywing is gebaseer op die onderwysproses: die identifiseringsfase, die interaktiewe konstrueringsproses, die formuleringsfase en evalueringsfase. Die gevolgtrekking word gemaak dat die aanwending van hierdie fases verpleegopvoeders behulpsaam sal wees in die implementering van konsepkartering as 'n onderrigmetode om kritiese denke by leerling verpleërs te fasiliteer in verpleegkunde-onderwys. Aanbevelings word gemaak.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

scholarly journals Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Ntombizodwa S. Linda ◽  
Hester C. Klopper ◽  
Deliwe R. Phetlhu
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Spiritual Care ◽  
Education Institution ◽  
Western Cape ◽  
Study Objective ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Contextual Design ◽  
Teaching Learning

Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.

“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

2018 ◽  
Vol 51 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Sandra P. Small ◽  
Denise English ◽  
Glenys Moran ◽  
Patricia Grainger ◽  
Geraldine Cashin
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Well Being ◽  
Cross Sectional ◽  
Starting Point ◽  
Good Starting Point ◽  
Academic Incivility ◽  
Cross Sectional Design ◽  
Teaching Learning

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

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.

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