scholarly journals Authentic Learning: A Concept Analysis

2021 ◽  
Vol 13 (4) ◽  
pp. 12
Author(s):  
Mary Chabeli ◽  
Anna Nolte ◽  
Gugu Ndawo
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Real Life ◽  
Authentic Learning ◽  
Thinking Skills ◽  
Concept Analysis ◽  
Step Method ◽  
Analysis Process ◽  
Life Problems ◽  
Definition Of

Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.

scholarly journals A Model to Facilitate Authentic Learning in Nursing Education

2019 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Gugu Ndawo
Keyword(s):  
Nursing Education ◽  
21St Century ◽  
Nurse Educators ◽  
Model Development ◽  
Authentic Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Holistic Care ◽  
Higher Order Thinking Skills ◽  
Research Designs

PURPOSE: The purpose of this article was to describe a process followed in developing and evaluating a model to facilitate authentic learning (AL) in nursing education. METHOD: A qualitative and theory generative research designs were used to develop the model. The four steps of theory generative research design namely concept analysis, construction of conceptual relations, the description of a model and the description of the guidelines for operationalisation were employed. The model was then developed and evaluated. DISCUSSION: A model development was done based on the following structure: (1) an overview of the model; (2) the purpose of the model; and (3) the structure of the model, which further includes the following: (3.1) the assumptions of the model, (3.2) the concept definitions, (3.3) the relational statements, and (3.4) the nature of the structure; as well as (4) the process description. A schematic presentation, which depicts the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure, and terminus or outcome of AL in nursing education was shown. CONCLUSION: The described model is a framework that can be used to guide nurse educators in educating, training and producing a 21st century graduate who has higher order thinking skills, make astute clinical reasoning, judgment and rational decisions therefore will be able to deliver comprehensive, holistic care in line with the dynamic, highly-demanding interdisciplinary global healthcare system.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

Dignity in nursing: A synthesis review of concept analysis studies

2020 ◽  
pp. 096973302096182
Author(s):  
Hugo Franco ◽  
Sílvia Caldeira ◽  
Lucília Nunes
Keyword(s):  
Nursing Education ◽  
Critical Role ◽  
Evolutionary Model ◽  
Concept Analysis ◽  
Future Research ◽  
Ethical Competence ◽  
Positive Coping ◽  
Analysis Methodology ◽  
Research And Education ◽  
Definition Of

Nursing research using concept analysis plays a critical role for knowledge development, particularly when concerning to broad and foundational concepts for nursing practice, such as dignity. This study aimed to synthesize research concerning concept analysis of dignity in nursing care. Based on a literature review, electronic databases were searched (MEDLINE, CINAHL, COCHRANE, SCOPUS, EBSCOhost, and PubMed) using the terms “dignity,” “human dignity,” “concept analysis,” and nurs*. Papers in Portuguese or English were included. The research synthesis was conducted independently by two reviewers. A total of 35 citations were identified and seven papers were included. Six studies were elected using Walker and Avant concept analysis methodology while one applied the Beth Rodgers evolutionary model. The concept of dignity has been studied by nurses, and its attributes, antecedents, consequences, and similar concepts were synthesized into a definition. Dignity emerged as a fundamental concept in nursing ethics and the main attributes synthesized were personhood (intrinsic), sociability (relational/behavioral), respect, and autonomy. The antecedents identified were: facilitators—patient focus care, recognition (of the attributes of dignity), education, and ethical competence; threats—vulnerability and organizational environment. The consequences were positive coping, empowerment, and dignity preservation. The synthesis of these seven studies using concept analysis provided a clear definition of dignity. These findings challenge future research and education, particularly for the study of undergraduate and postgraduate nursing education programs to enhance skills for preserving patient dignity in clinical practice.

scholarly journals Encompassing multiple moral paradigms: A challenge for nursing educators

2010 ◽  
Vol 17 (2) ◽  
pp. 189-199 ◽  
Author(s):  
Elizabeth Shirin Caldwell ◽  
Hongyan Lu ◽  
Thomas Harding
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cultural Values ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Chinese Students ◽  
Real Life ◽  
Chinese Student ◽  
Nursing Educators

Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.

scholarly journals Certain Properties of Vague Graphs with a Novel Application

Mathematics ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. 1647
Author(s):  
Yongsheng Rao ◽  
Saeed Kosari ◽  
Zehui Shao
Keyword(s):  
Social Systems ◽  
Sufficient Conditions ◽  
Real Life ◽  
Laplacian Matrix ◽  
Fuzzy Graph ◽  
Fuzzy Graphs ◽  
Life Problems ◽  
Real World Problem ◽  
Laplacian Energy ◽  
Definition Of

Fuzzy graph models enjoy the ubiquity of being present in nature and man-made structures, such as the dynamic processes in physical, biological, and social systems. As a result of inconsistent and indeterminate information inherent in real-life problems that are often uncertain, for an expert, it is highly difficult to demonstrate those problems through a fuzzy graph. Resolving the uncertainty associated with the inconsistent and indeterminate information of any real-world problem can be done using a vague graph (VG), with which the fuzzy graphs may not generate satisfactory results. The limitations of past definitions in fuzzy graphs have led us to present new definitions in VGs. The objective of this paper is to present certain types of vague graphs (VGs), including strongly irregular (SI), strongly totally irregular (STI), neighborly edge irregular (NEI), and neighborly edge totally irregular vague graphs (NETIVGs), which are introduced for the first time here. Some remarkable properties associated with these new VGs were investigated, and necessary and sufficient conditions under which strongly irregular vague graphs (SIVGs) and highly irregular vague graphs (HIVGs) are equivalent were obtained. The relation among strongly, highly, and neighborly irregular vague graphs was established. A comparative study between NEI and NETIVGs was performed. Different examples are provided to evaluate the validity of the new definitions. A new definition of energy called the Laplacian energy (LE) is presented, and its calculation is shown with some examples. Likewise, we introduce the notions of the adjacency matrix (AM), degree matrix (DM), and Laplacian matrix (LM) of VGs. The lower and upper bounds for the Laplacian energy of a VG are derived. Furthermore, this study discusses the VG energy concept by providing a real-time example. Finally, an application of the proposed concepts is presented to find the most effective person in a hospital.

scholarly journals A Study of Regular and Irregular Neutrosophic Graphs with Real Life Applications

Mathematics ◽  
2019 ◽  
Vol 7 (6) ◽  
pp. 551 ◽  
Author(s):  
Liangsong Huang ◽  
Yu Hu ◽  
Yuxia Li ◽  
P. K. Kishore Kumar ◽  
Dipak Koley ◽  
...  
Keyword(s):  
Graph Theory ◽  
Optimization Problems ◽  
Real Life ◽  
Road Transport ◽  
Fuzzy Graph ◽  
Fuzzy Graphs ◽  
Life Problems ◽  
Real World Problem ◽  
Neutrosophic Graph ◽  
Definition Of

Fuzzy graph theory is a useful and well-known tool to model and solve many real-life optimization problems. Since real-life problems are often uncertain due to inconsistent and indeterminate information, it is very hard for an expert to model those problems using a fuzzy graph. A neutrosophic graph can deal with the uncertainty associated with the inconsistent and indeterminate information of any real-world problem, where fuzzy graphs may fail to reveal satisfactory results. The concepts of the regularity and degree of a node play a significant role in both the theory and application of graph theory in the neutrosophic environment. In this work, we describe the utility of the regular neutrosophic graph and bipartite neutrosophic graph to model an assignment problem, a road transport network, and a social network. For this purpose, we introduce the definitions of the regular neutrosophic graph, star neutrosophic graph, regular complete neutrosophic graph, complete bipartite neutrosophic graph, and regular strong neutrosophic graph. We define the d m - and t d m -degrees of a node in a regular neutrosophic graph. Depending on the degree of the node, this paper classifies the regularity of a neutrosophic graph into three types, namely d m -regular, t d m -regular, and m-highly irregular neutrosophic graphs. We present some theorems and properties of those regular neutrosophic graphs. The concept of an m-highly irregular neutrosophic graph on cycle and path graphs is also investigated in this paper. The definition of busy and free nodes in a regular neutrosophic graph is presented here. We introduce the idea of the μ -complement and h-morphism of a regular neutrosophic graph. Some properties of complement and isomorphic regular neutrosophic graphs are presented here.

scholarly journals Authentic Learning: Enhancing Learners’ Academic Literacy Skills

2018 ◽  
Vol 7 (4) ◽  
pp. 56 ◽  
Author(s):  
Albert Agbesi Wornyo ◽  
Ernest Kwesi Klu ◽  
Hlaviso Motlhaka
Keyword(s):  
Learning Styles ◽  
Academic Literacy ◽  
Real Life ◽  
Authentic Learning ◽  
Literacy Skills ◽  
Free Text ◽  
Group Discussions ◽  
Learning Tasks ◽  
Life Problems ◽  
Esl Learners

Several studies have shown that authentic learning facilitates learners’ acquisition of knowledge, understanding of concepts and application of skills to solve real life problems. This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills. The objective of the study was to observe students’ reaction to authentic learning, to find out their learning styles and to find out their views about the authentic learning tasks and activities. The study adopted observation and a qualitative free text comments approach to collect data about students’ reaction to the authentic learning activities and students’ learning styles. In addition, focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented. The paper presents the views of students about the authentic learning tasks and activities that were implemented. The students reacted positively to the authentic learning tasks and activities and expressed satisfaction. The findings of the study demonstrate that authentic learning can be used to enhance the academic literacy skills of ESL learners.

scholarly journals Learning Situations in Nursing Education: A Concept Analysis

2018 ◽  
Vol 32 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Hooman Shahsavari ◽  
Zahra Zare ◽  
Zohreh Parsa-Yekta ◽  
Pauline Griffiths ◽  
Mojtaba Vaismoradi
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Nurse Educators ◽  
Analysis Data ◽  
Concept Analysis ◽  
Learning Situation ◽  
The Creation ◽  
Antecedents And Consequences

Background and purpose:The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences.Methods:The Bonis method of concept analysis, as derived from the Rodgers’ evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: “interdisciplinary” and “intra-disciplinary.” The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016.Results:No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: “formal/informal learning situation” and “biologic/nonbiologic learning situation.” Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students’ learning, professionalization, and socialization into the professional role.Implication for Practice:The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must acknowledge that the application of this concept will include the student’s clinical learning experiences. More studies are required to determine factors influencing the creation of a successful learning situation from the perspectives of nurse educators and nursing students, clinical nurses and patients.

scholarly journals Examination of teacher candidates' achievement levels and views towards the routine and real life problems

2015 ◽  
Vol 5 (3) ◽  
pp. 273-290
Author(s):  
Ayten Pınar Bal
Keyword(s):  
Teacher Candidates ◽  
Daily Life ◽  
Real Life ◽  
Structured Interview ◽  
Thinking Skills ◽  
Education Department ◽  
Quantitative And Qualitative Research ◽  
Life Problems ◽  
Grade Teacher ◽  
High Level

The aim of this study is to examine teacher candidates' success in solving the routine problems and real life problems, and also to state their opinion concerning to this subject. It is a research which is designed in accordance with the mixed research method in which quantitative and qualitative research techniques are used together. The research handles 106 third grade teacher candidates who continue their education at Primary Education Department. While collecting the data, a ten item Problem Test and semi structured interview form were used. Research results reveal that although teacher candidates are quite successful in the stage of solving the routine problems, they are not successful enough to solve real life problems. Moreover, the findings acquired in the second sub-problem put forth clearly that the real life problems develop the interpretation technique of teacher candidates, lead them to think, facilitate their learning and are important elements for the period binding daily life to mathematics. At the third last sub-problem, it was asked the teacher candidates for their opinions concerning to place of real life problems in their occupational life. The teacher candidates stated that they may use such problems in their lessons constantly because most of them are enjoyable, related to daily life, develop high-level thinking skills.

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