scholarly journals Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study

2020 ◽  
Vol 17 (15) ◽  
pp. 5442 ◽  
Author(s):  
Yi-Chuan Cheng ◽  
Li-Chi Huang ◽  
Chi-Hsuan Yang ◽  
Hsing-Chi Chang
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Experiential Learning ◽  
The Self ◽  
Human Beings ◽  
Learning Program ◽  
Self Reflection ◽  
Teaching Concept ◽  
Significant Difference ◽  
Post Test

This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. During social distancing, interacting with other human beings has been restricted. This would undermine the experiential learning of nursing students. Hence, it is important to develop and evaluate an experiential learning program (ELP) for nursing education. A pre-test and post-test design were used. The study was conducted in a university in Central Taiwan. A total of 103 nursing students participated in the study from February to June 2019. The study intervention was the experiential learning program (ELP), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. After the intervention, the students completed the self-reflection and insight scale (SRIS) and Taiwan Critical Thinking Disposition Inventory (TCTDI) as outcome measures. An independent t-test showed that there was a significant difference between pre-test and post-test in both SRIS and TCTDI (p < 0.01). The Pearson product–moment correlation analysis showed that SRIS and TCTDI were significantly positively correlated (p < 0.01). ELP has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. During these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.

scholarly journals CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE CRITICAL THINKING SKILLS AMONG NURSES

2011 ◽  
Vol 01 (04) ◽  
pp. 21-26
Author(s):  
T. Nirmala ◽  
B. S. Shakuntala
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Care Plans ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Abstract Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

A Study to Evaluate the Effectiveness of Webinar on Knowledge Regarding the Strategies to Prevent Covid 19 among Nursing Students of SIIHS, Honavar, Uttara Kannada

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sagaya Arockiya Mary. A ◽  
Susai Mari.A ◽  
Wincy. C ◽  
Thirumurugan. M ◽  
Verginia Dsouza ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Nurses ◽  
Sampling Technique ◽  
Knowledge Score ◽  
P Value ◽  
Sufficient Information ◽  
Knowledge Level ◽  
Chi Square ◽  
Significant Difference ◽  
Post Test

Background: The one virus stumbled the whole universe is the novel corona virus and impacted physical, emotional and social health status of almost every individual in the world irrespectively. Since the existence of Covid-19 till now it is been noticed that student nurses also affected by this fatal viral infection during their clinical practice. Objectives: The study focused on evaluating the effectiveness of webinar on knowledge regarding the strategies to prevent Covid -19 among student nurses of SIIHS, Honavar, Uttara Kannada. The study aimed at enhancing the knowledge level and influences others through effective health teaching at clinical areas and even in community settings. Methodology: An evaluative approach with pre- experimental, non-randomized, one group pre and post-test research design was adapted. The sample size was 294, purposive sampling technique was adapted. Data collected through testmoz web page and webinar was conducted by google meet app for one week. Data analysed by descriptive and statistical methods (chi-square and z-test) and interpreted by graphs. Results: The findings show that in pre-test 10(3.41%) had poor, 127(43.19%) had average, 157(53.40%) Good and 00% excellent knowledge level whereas in post-test 00% had Poor, 59(20.06%) Average, 176(59.86%) Good and 59 (20.06%) had excellent knowledge level. The pre-test mean score was 23.1 (46.2 %.) and of post-test was 35.6 (71.2%). The computed z’-test value showing significant difference in the pre (x?1=23.1) and post-test (x?2=35.6) knowledge score (p=1.18357, < z= -5.1679, critical z score=-1.6449 ? =0.05 level of significance). Hence the p value is greater than the z value (p(x?Z) = 1.18357e-7), it indicates the webinar was effective and the null hypothesis (H0) is rejected. Conclusion: The study was concluded as the webinar was highly effective and influenced the participant to gain sufficient information on prevention and the spread of Covid 19. Hopefully this enables them to apply

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Lin Siew Eng
Keyword(s):  
Critical Thinking ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Efl Learners ◽  
Male Undergraduate ◽  
Significant Difference ◽  
Thinking Strategies ◽  
Post Test ◽  
Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge  in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’  learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht &amp; Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&amp;biw=1366&amp;bih=609&amp;q=define+development&amp;sa=X&amp;sqi=2&amp;ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

scholarly journals PENGARUH METODE BERMAIN PERAN TERHADAP KEMAMPUAN BERBICARA ANAK KELOMPOK A DI TKK THOMAS AQUINO TUKA DALUNG

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Yohana Jesy Priyantini . ◽  
Drs. I Gusti Agung Oka Negara,S.Pd. M.Ke . ◽  
Dr. I G. A. Agung Sri Asri, M.Pd. .
Keyword(s):  
Experimental Design ◽  
Sampling Method ◽  
Alternative Hypothesis ◽  
Role Play ◽  
T Test ◽  
Contextual Learning ◽  
Test Method ◽  
Learning Program ◽  
Significant Difference ◽  
Post Test

sebelum dan sesudah dibelajarkan menggunakan metode bermain peran pada anak kelompok A Tkk Thomas Aquino Tuka Tahun Ajaran 2018/2019. Jenis penelitian ini adalah penelitian Pre-Experimental Design dengan menggunakan desain penelitian One Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh anak A3 Di Tkk Thomas Aquino Tuka Dalung, Sampel dalam penelitian ini adalah 27 anak yang terdiri dari 18 anak perempuan dan 9 anak laki-laki. Sampel diambil dengan menggunakan tehnik sampling Jenuh serta data kemampuan berbicara anak diperoleh dengan menggunakan metode non tes, selanjutnya dianalisis menggunakan rumus uji–t dependent t test. Berdasarkan hasil analisis yang dilakukan dengan menggunakan uji-t di peroleh thitung = 14,13 > ttabel= 2,056 dengan taraf signifikan 5% dan dk = 26, sehingga H0 ditolak dan Ha diterima, ini berarti terdapat perbedaan yang signifikan terhadap kemampuan berbicara pada anak kelompok A melalui kegiatan bermain peran di Tkk Thomas Aquino Tuka dalung Tahun ajaran 2018/2019. Adapun data kemampuan Berbicara anak menunjukkan nilai rata-rata pre-test sebesar 50,13, sedangkan nilai rata-rata post-test sebesar 79,76. Maka dapat disimpulkan bahwa, Metode bermain peran berpengaruh terhadap kemampuan berbicara anak kelompok A Tkk Thomas Aquino Tuka Dalung Tahun Ajaran 2018/2019. Berdasarkan hasil tersebut dapat disarankan kepada guru untuk lebih mengembangkan inovasi dalam menerapkan pembelajaran kontekstual melalui kegiatan bermain peran.Kata Kunci : Kemampuan Berbicara, Metode bermain peran, Pre-Experimental Design This study aims to acquaint the influence of speaking ability towards child pre-test and post-test of applying the Role-play method to the group A3 of Thomas Aquino Kindergarten, Tuka, batch 2018/2019. This study is a study Pre-Experimental Design with the research method of One Group Pre-test and Post-test Design. The population of this study were all of the students in group A3 of Thomas Aquino Kindergarten, Tuka. The sample of this study were 27 students who consist of 18 females and 9 males students. The sample was conducted by the Saturation Sampling method and the data of the speaking ability of a child was obtained by the non-test method, then analysed by the Paired-t dependent t-test. Based on the result of analysis which organised by the Paired-t method, has obtained t-count = 14,13 is greater than (t-table) = 2,056 with significant level 5% and (dk=26), the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. It means that there is a significant difference of speaking ability towards students in group A3 of Thomas Aquino Kindergarten, Tuka, batch 2018/2019 by Role-play method. However, the data of speaking ability towards child shows the average of the pre-test is 50,13, meanwhile the average post-test is 79,76. It can be concluded that the Role-play method affects on speaking ability towards students group A3 of Thomas Aquino Kindergarten, Tuka, batch 2018/2019. Regarding that study, it can be suggested to the teachers to develop more innovations in applying for the contextual learning program by the Role-play method.keyword : Speaking Ability, Role-play Method, Pre-experimental design, One Group Pretest-Posttest Design

scholarly journals Implementasi Model Problem Based Instruction terhadap Penguasaan Materi Hukum Newton dan Kecakapan Berpikir Kritis Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 82-90
Author(s):  
Umayya Ulfa ◽  
Anggu Winata
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Psychomotor Activity ◽  
Newton's Law ◽  
Newton’S Law ◽  
Significant Difference ◽  
Average Change ◽  
Post Test ◽  
Based Instruction

This study aims to determine the difference in the achievement of students' average scores between the implementation of the problem based instruction (PBI) model and conventional learning on student activities, mastery of Newton's Law material, and students' critical thinking skills. This research method is a true experiment using a randomized control-group pre-test-post-test design, where the experimental class and the control class are given pre-test and post-test. The results of this study indicate, a) in the psychomotor aspect, the percentage of the good category for the experimental class is on average higher than the control class, while in the affective aspect there is no significant difference; b) there is a significant difference in the mastery of Newton's Law material between students taught through the implementation of the PBI model with an average change in value of 56.59 compared to conventional learning of 46.14; c) there is a significant difference in critical thinking skills between students taught through the implementation of the PBI model with an average change in score of 55.85 compared to conventional learning of 45.62. The conclusion, that the implementation of PBI the average score of psychomotor activity, mastery of Newton's Law material, and students' critical thinking skills are significantly different compared to conventional learning. Keywords: Critical Thinking Skills, Newton's Law Material, Problem Based Instruction Model, Conventional Learning

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