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 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.

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.

scholarly journals Critical Thinking and the Standards of Nursing Education

2004 ◽  
Vol 1 ◽  
pp. 99 ◽  
Author(s):  
Yang Heui Ahn
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Learning Strategy ◽  
Care Delivery ◽  
Health Care Delivery System ◽  
Thinking Disposition ◽  
Teaching Learning

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

scholarly journals ACTIVE TEACHING AND LEARNING STRATEGIES: PERCEPTIONS OF NURSING STUDENTS

2018 ◽  
Vol 22 ◽  
Author(s):  
Márcia Regina Cangiani Fabbro ◽  
Natália Rejane Salim ◽  
Jamile Claro de Castro Bussadori ◽  
Aline Cristiane Cavicchioli Okido ◽  
Giselle Dupas
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Active Teaching ◽  
Teaching And Learning Strategies

scholarly journals Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students in the Western Cape, South Africa

Curationis ◽  
2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Victoire Ticha ◽  
Lorraine P. Fakude
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Western Cape ◽  
Clinical Learning ◽  
Self Directed Learning ◽  
School Of Nursing ◽  
Undergraduate Nursing

Background: In order to develop clinical judgement, nurses should be encouraged to become analytical and critical thinkers. Development of a portfolio of evidence (PoE) of reflection on clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking amongst nursing students. Students’ perceptions of the process are important in order to encourage their reflective practice. PoE compilation at a school of nursing at a university in the Western Cape includes evidence of students’ clinical learning which they present in a portfolio. The students are expected to reflect on their clinical learning experiences and include these reflections in their portfolios.Objective: To describe the perceptions of fourth-year nursing students regarding reflective practice whilst compiling their PoEs.Method: A qualitative design was used to explore the perceptions of registered fourth-year nursing students with regard to their reflective practice whilst compiling their PoEs. Purposive sampling was used for selection of participants. Three focus group discussions were held, each consisting of six to eight participants. Data saturation was reached during the third meeting. Tesch’s method of data analysis was used.Results: Findings revealed that reflection enabled the learners to gain experience and identify challenges related to the expected events and tasks carried out at the hospitals and in the classroom whilst developing their PoE.Conclusion: The compilation of a PoE was a good teaching and learning strategy, and the skills, experience and knowledge that the participants in this study acquired boosted their self-esteem, confidence and critical thinking. Reflection also assisted in self-directed learning.

Analysis of Medication Errors and near Misses Made by Nursing Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Tabatha Teal ◽  
Jan Emory ◽  
Susan Patton
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Medication Errors ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Medication Administration ◽  
The Body ◽  
Psychomotor Skills ◽  
Near Misses ◽  
Teaching And Learning Strategies

AbstractDespite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

scholarly journals MENGATASI KETERBATASAN SARANA PRASARANA PADA PEMBELAJARAN PENDIDIKAN JASMANI [OVERCOMING FACILITIES LIMITATIONS AFFECTING PHYSICAL EDUCATION LEARNING ACTIVITIES]

2019 ◽  
Vol 15 (1) ◽  
pp. 140
Author(s):  
Widiastuti Widiastuti
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
Teaching Materials ◽  
Teaching And Learning Strategies ◽  
Bahasa Indonesia

<p>Movement and physical activity are at the center of physical education and the availability of adequate facilities is necessary for the success of learning activities. The limited availability of facilities can hinder physical education classes from running effectively and as expected. A physical education learning strategy is needed to overcome difficulties due to limited physical education facilities. This research is qualitative based on a case study. The instruments used in this research are observation, interviews, and questionnaires. The data is analyzed descriptively. The research shows that the teaching and learning strategies used to overcome limited physical education facilities can include the modification of teaching materials to suit the available facilities, modification of the facilities to suit the teaching materials, or adjusting the available time allocation for the class.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Pembelajaran di dalam pendidikan jasmani tidak lepas dari aktivitas jasmani atau gerak, sehingga sarana prasarana merupakan faktor penting dalam menentukan keberhasilan kegiatan pembelajaran pendidikan jasmani. Kondisi sarana prasarana yang terbatas dapat menghambat pelaksanaan pembelajaran pendidikan jasmani di sekolah. Oleh karena itu, dibutuhkan strategi pembelajaran pendidikan jasmani untuk mengatasi keterbatasan sarana prasarana tersebut. Penelitian ini bertujuan untuk mendekripsikan tentang strategi pembelajaran pendidikan jasmani dalam mengatasi keterbatasan sarana prasarana. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Instrumen penelitian berupa observasi, wawancara, dan kuisioner. Data diolah dengan analisis deskripsi. Hasil dari penelitian ini menunjukkan bahwa strategi pembelajaran yang digunakan untuk mengatasi keterbatasan sarana prasarana adalah dengan pemilihan materi pendidikan jasmani yang disesuaikan dengan sarana prasarana yang ada di sekolah, memodifikasi sarana prasarana, dan menyesuaikan alokasi waktu yang tersedia.</p>

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