Community Orientation Programme: An Innovative and Integrative Teaching Learning Strategy for Nursing Students

2019 ◽  
Vol 9 (1) ◽  
pp. 55
Author(s):  
Lalthanzami ◽  
L. Lidziisa Mao
Keyword(s):  
Nursing Students ◽  
Learning Strategy ◽  
Community Orientation ◽  
Teaching Learning

scholarly journals Using students’ smartphones to learn a nursing skill: Students’ perspectives

2018 ◽  
Vol 9 (5) ◽  
pp. 24
Author(s):  
Iris Epstein ◽  
Mavoy Bertram
Keyword(s):  
Nursing Students ◽  
Information And Communication Technologies ◽  
Learning Strategy ◽  
Hospital Restructuring ◽  
Clinical Placements ◽  
Post Secondary ◽  
Undergraduate Nursing ◽  
Adaptive Challenges ◽  
E Learning ◽  
Teaching Learning

The increase in nursing students’ enrollment in post-secondary education, hospital restructuring and limited clinical placements have shifted nurses’ education to require more e-learning platforms. E-learning uses information and communication technologies to support interactions with content, learning activities and with others; and to facilitate self-reflection. Using smartphones’ video applications in a hybrid course can support learning. Most nursing students own smartphones and use them to create videos, however, their perspectives on using their smartphones to support learning a nursing skill is limited. This mixed method pilot study explored undergraduate nursing students’ perspectives on using their smartphones to record, and later receive feedback from their peers and faculty when learning a nursing skill.  Twenty-six students completed questionnaires and seven students participated in a follow-up focus group. Two overarching themes emerged: (a) technical and (b) adaptive challenges. Students identified technical challenges in using their devices and how this influenced knowledge application. Others highlighted that the activity helped them to reflect and relate to self, others and their environments. The clinical, educational, ethical and research implications of this teaching-learning strategy will be discussed.

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 Facilitation as a teaching strategy: The experiences of nursing students

Curationis ◽  
2005 ◽  
Vol 28 (4) ◽  
Author(s):  
E Lekalakala-Mokgele ◽  
P Du Randt
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Research Question ◽  
Learning Method ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Teaching Learning ◽  
In The Beginning

This study was undertaken to assess the needs/problems of students of nursing regarding facilitation as a teaching/learning method. Facilitation as a teaching and learning strategy was uncommon and innovative in nature and presented a challenge to the students as it was a new way of learning. Focus group interviews were conducted. The sample study consisted of eight (8) groups of learners from four universities engaged in this curriculum. To answer the research question a qualitative, exploratory, descriptive design was used and the students were selected purposively. Data analysis using transcribed focus interviews, was based on the combined approaches of Tesch (1990) in Cresswell (1994:153-155) and the basic steps of Giorgi (1970) as quoted by Ornery (1983:49-63). The themes identified were about the experiences of the facilitation process and problems with the facilitators. All the students experienced the facilitation of learning negatively in the beginning but became more positive later when they adapted to this method of learning.

The Lived Experience of Clinical Simulation of Novice Nursing Students

2010 ◽  
Vol 14 (2) ◽  
pp. 8-14 ◽  
Author(s):  
Mary Ann Cordeau,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Simulation ◽  
Hermeneutic Phenomenological ◽  
Novice Nursing Students ◽  
Teaching Learning

To effectively use clinical simulation for nursing education, the phenomenon must be understood from the perspective of the nursing student so learner centered teaching/learning strategies can be implemented to achieve desired outcomes. This study examined the lived experience of graded clinical simulation for novice nursing students. Using van Manen’s (1990) method for hermeneutic phenomenological investigation, the written descriptions of 19 novice nursing students were examined. Five thematic clusters; perceived anxiety, seeking and imagining, performing-in-the-moment, critiquing-the-performance, and preparing-for-nursing-practice emerged from the student descriptions of their lived experience of graded clinical simulation. Through understanding students’ perceptions and meanings of clinical simulation when designing, implementing, evaluating individual clinical simulations, this teaching/learning strategy will better meet student needs and learning outcomes.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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