scholarly journals Efficacy of Student-Centered Conceptual Teaching Approach (SCCTA) on the Learning Skills of Nursing Students

2017 ◽  
Vol 07 (11) ◽  
pp. 1324-1334
Author(s):  
Rambe C. Ramel ◽  
Khandy Lorraine G. Apsay
Keyword(s):  
Nursing Students ◽  
Teaching Approach ◽  
Learning Skills ◽  
Student Centered ◽  
Conceptual Teaching

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Effects of Multimethod Teaching Approach on the Learning Outcomes of Nursing Students

2019 ◽  
pp. 33-42
Author(s):  
Fatemeh Ghaffari ◽  
Agha Fatemeh Hosseini ◽  
Mohammad Reza Zarei ◽  
Mansoureh Ashghali Farahani ◽  
Fatemeh Marandi
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Teaching Approach

Learning Skills for Nursing Students

2011 ◽  
Author(s):  
Nicola Davis ◽  
Alison C Clark ◽  
Martina O'Brien ◽  
Caroline Plaice ◽  
Karen Sumpton ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Skills

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 Structure and Content of a New Entrance Exam to Select Undergraduate Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Elina Haavisto ◽  
Maija Hupli ◽  
Nina Hahtela ◽  
Asta Heikkilä ◽  
Pirjo Huovila ◽  
...  
Keyword(s):  
Social Skills ◽  
Nursing Students ◽  
Career Choice ◽  
Nursing Student ◽  
Selection Process ◽  
Entrance Examination ◽  
Data Sets ◽  
Student Selection ◽  
Learning Skills ◽  
Undergraduate Nursing

AbstractAim The aim of this study was to develop an evidence-based structure and content for the new nursing entrance examination. Background The purpose of the student selection process is to ensure that those admitted have the required aptitude, motivation and potential to successfully complete studies. Methods The literature reviews were collected using systematic searches in five electronic databases on the assessment of learning skills, social skills/ emotional intelligence and certainty of career choice of nursing applicants. Three focus group interviews (n = 26) were conducted. Data were analysed inductively. The structure and content of the entrance examination was formed by two data sets synthesis. Findings Nursing student selection should involve the assessment of five categories in learning skills, three in social skills and four categories in certainty of career choice. Conclusion Comprehensive assessment can ensure that those admitted are suitable for the profession and have the capability to succeed in their studies.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

Knowing Your Preference: The Nexus of Personality and Leadership

2015 ◽  
Vol 21 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Roberta Waite ◽  
Nicole McKinney
Keyword(s):  
Leadership Development ◽  
Nursing Students ◽  
Critical Dimension ◽  
Work Place ◽  
Health Care Environment ◽  
Student Centered ◽  
Personality Preferences ◽  
Student Centered Learning ◽  
Prelicensure Nursing ◽  
Groups And Teams

Prelicensure nursing students must be prepared to address the new challenges that will confront them in the modern health care environment. Leadership development, the gaining of tools and education about the process of influencing and persuading others, is important when working with groups and teams in the work place. Recognition of one’s personality preferences using self-assessment is a critical dimension of leadership development. This study examined the personality preferences of a cohort of prelicensure nursing students (N = 14) enrolled in an 18-month leadership program. Students completed the Myers-Briggs assessment before starting and at the completion of the program. Through active student-centered learning and experiential exercises, students became more aware of how they preferred to relate to others and how this might affect their work in groups and leading interprofessional teams. The most prominent personality type for both pre- and postassessment was extroversion, sensing, thinking, and judging.

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