scholarly journals Current Literature Summary

2012 ◽  
Vol 7 (1) ◽  
pp. 45-48
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Athletic Training ◽  
Professional Practice ◽  
Self Directed Learning ◽  
Entry Level ◽  
Life Long Learning ◽  
Practice Problem ◽  
Directed Learning ◽  
Athletic Training Faculty

Athletic training faculty and preceptors are expected to prepare students for autonomous professional practice. Problem-based learning (PBL) is a teaching approach that may facilitate development of entry-level clinicians. Research suggests that PBL encourages self-directed learning, develops critical-thinking, problem-solving, and teamwork skills as well as promotes life-long learning behaviors. We will provide brief synopses of current research on PBL and discuss possible applications to athletic training.

scholarly journals Clinical Instruction for Professional Practice

2009 ◽  
Vol 4 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Greg Gardner ◽  
Patrick Sexton ◽  
M. Susan Guyer ◽  
K. Sean Willeford ◽  
Linda S. Levy ◽  
...  
Keyword(s):  
Adult Learning ◽  
Instructional Strategies ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Clinical Education ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Self Directed Learning ◽  
Entry Level ◽  
Directed Learning

Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner. Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences. Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI). Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.

scholarly journals Literature Review and Meta-Analysis of Problem-Based Learning in Nursing Students

2020 ◽  
Vol 27 (3) ◽  
pp. 246-258
Author(s):  
Yeoungsuk Song ◽  
Seurk Park
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Risk Of Bias ◽  
Low Risk ◽  
Cochrane Library ◽  
Self Directed Learning ◽  
Directed Learning

Purpose: The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing student nurses’ critical thinking, problem solving, and self-directed learning.Methods: To conduct the meta-analysis, 1,963 studies were retrieved from eight databases (Pubmed, EMbase, CINAHL, Cochrane Library, KERIS, KISS, NDSL, KoreaMed) without restriction on publication year. Articles published up to March 2019 were selected for this study. Fourteen studies were selected for meta-analysis based on satisfaction of inclusion criteria and low risk of bias. Baseline demographic data, exercise features, and outcome data were extracted from all trials included. The data was analyzed using the RevMan 5.3 program.Results: Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students’ critical thinking (ES=0.29, 95% Cl=0.04~0.54, <i>p</i>=.002), problem solving (ES=0.39, 95% Cl=-0.09~0.87, <i>p</i>=.11), and self-directed learning (ES=0.35, 95% Cl=-0.22~0.91, <i>p</i>=.23) compared with traditional lectures.Conclusion: PBL help improve the critical thinking in nursing students. Although problem solving and self directed learning were not affected, more research with a larger sample size and repeated meta-analysis of PBL are required.

scholarly journals Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness

2018 ◽  
Vol 8 (10) ◽  
pp. 11
Author(s):  
Judith C. Bruce ◽  
Melanie Lack ◽  
Nthabiseng M. Bomvana ◽  
Nomawethu Qamata-Mtshali
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Personal Growth ◽  
Health Professionals ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Readiness ◽  
Directed Learning

Background and objectives: Problem-based learning (PBL) is widely recognized as progressive pedagogy for the preparation of a range of health professionals. Despite the prominence of PBL in contemporary discussions about the education of future health professionals, its value is increasingly being contested in light of shrinking resources and increasing student enrolments in universities.  The objectives were to ascertain Bachelor of Nursing (BN) students’ attitude towards the value of PBL as a learning strategy; to determine BN students’ degree of certainty about their competence in PBL processes; to determine whether student performance in PBL tutorials improve over four years of study; and to compare the self-directed learning readiness of PBL students to those who are not exposed to PBL.Methods: The study followed a descriptive and comparative survey design to collect the data. Participants were BN students who were invited to participate in the descriptive survey (n = 92), and purposively selected (n = 159) for comparison between PBL (n = 54) and non-PBL (n = 105) groups.Results: The majority of students found PBL a stimulating (59.8%; n = 55), useful (65.2%; n = 60), empowering (70.6%; n = 65) and enlightening (60.8%; n = 56) learning strategy; most students (53.2%; n = 49) expressed certainty about their competence in “accessing relevant literature/evidence” but more (56.3%; n = 52) were less certain about their ability to “integrate information into nursing care”. First year students performed poorly in PBL tutorials but showed a significant improvement in the final year of study in problem-solving (p = .0001), contribution to the group (p = .000), communication (p = .000), critical thinking (p = .001), learning skills (p = .001), personal growth (p = .000) and leadership skills (p = .041). There was no significant difference between PBL and non-PBL students’ overall readiness for self-directed learning (p = .69).Conclusions: The findings suggest that BN students generally have a positive attitude towards PBL, finding it stimulating, useful, empowering and enlightening in a transformative learning environment. However, fewer students feel that they are competent in the majority of the PBL processes. The biggest learning gains for students during PBL tutorials are in problem-solving, contributions to the group, communication, learning skills, critical thinking, personal growth and leadership. PBL and non-PBL students are similar in their self-directed learning readiness regardless of the learning strategy used.

Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning

2006 ◽  
Vol 70 (9) ◽  
pp. 925-936 ◽  
Author(s):  
◽  
William D. Hendricson ◽  
Sandra C. Andrieu ◽  
D. Gregory Chadwick ◽  
Jacqueline E. Chmar ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Educational Strategies ◽  
Self Directed Learning ◽  
Directed Learning
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