Active Learning in Nursing Education (ALINE)

Fay, Vaunette P; Johnson, J.; Selz, Nina

doi:10.1097/00006223-200603000-00007

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…Health and social work educators have joined other academic colleagues in offering online learning opportunities at an increasing rate. Degrees as well as continuing education credits can be earned online in many fields such as nursing (Ostrow & DiMaria‐Ghalili 2005; Fay, Johnson & Selz 2006), public health (Umble, Shay & Sollecito 2003; Stone, Barber & Potter 2005), social work (Sarnoff 2005; Wilke & Vinton 2006), and related disciplines.…”

Section: Introductionmentioning

confidence: 99%

Design considerations for online learning in health and social work education

Reeves

2008

Learn Health Soc Care

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Increasingly, health and social work educators are joining their colleagues throughout higher education in exploring the possibilities of teaching and learning online. Online teaching and learning initiatives have been aided by both proprietary and open source course management systems such as BlackBoard and Moodle. However, the rush to put courses online is rarely informed by adequate consideration of the affordances of the World Wide Web to support different types of pedagogical dimensions or instructional design. In addition, academic staff members may jump into teaching online without sufficient consideration of the design components that can be implemented in online courses. This study provides an introduction to 10 design dimensions, derived from research and theory in instructional technology, cognitive science and adult education, for guiding the design and evaluation of online learning environments for health and social work education. It concludes by addressing the rewards and risks of online learning.

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Section: Introductionmentioning

confidence: 99%

Design considerations for online learning in health and social work education

Reeves

2008

Learn Health Soc Care

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“…Nursing competency learning should keep instruction that focus on students. Learning goals in instructional modules describe significance knowledge and skills as the indicator in which competencies assessed (Fay, 2005). Students will be difficult in achieving and understanding learning targets if tutors only focus on the process without providing feedback toward their learning result.…”

Section: Nursing Student's Problems With Student Centered Learning Me...mentioning

confidence: 99%

“…Some studies articulated a good tutor's characteristics including able to support critical thinking of student with problems (Das, Mpofu, Hasan & Stewart, 2002), facilitating discussion (Felder, 1996), eliminating conflicts (Hitchcock & Helen-Zoi, 2000), focusing on student's learning instruction (De Grave, Dolmans & van der Vleuten, 1999), enhancing learning process (Pinto, Rendas & Gamboa, 2001;Reznich & Werner, 2004), and acknowledging when and how intervening students (Maudsley, 2002;Haith-Cooper, 2000). Tutor's roles are significant according to Fay, Selz, and Johnson (2005) expressing that SCL strategy will be successful only if students in this approach adopt a new way and more vocal, organized, and confident.…”

Section: Nursing Student's Problems With Student Centered Learning Me...mentioning

confidence: 99%

Distributions of Nursing Student’s Problems with Student Centered Learning Method

Andriany

2014

Nurs. Med. J. Nursing

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Purpose: Student centered learning (SCL) method is a new approach in Indonesia in which students have to more proactive in achieving competencies. A nursing school in Semarang, Indonesia has applied this method since 2006. Many students’ achievements were obtained from local, national, and regional level. However, several concerns also came up with this method. This study aims to identify students’ problems with SCL methods from 1st to 4th year grades. Methods: Research design was a descriptive quantitative by conducting survey based on the domains and categories from a qualitative study. The questionnaire has been tested the validity and reliability. The researcher kept the items do not valid since they are significant to explore those crucial problems. Univariate analysis was done to measure the problem percentage in each grade. The investigator described each category in quantitative analysis tables. Results: The results showed that the problem percentages found in the early year almost similar with others. Conclusion: This recommends that it needs learning system improvement from life skill competence arrangements, learning scenario design, and tutor’s capacity enhancement.

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“…Rather than simply memorizing material, the learner creates or completes a map from material that is analyzed, processed, and organized to promote retention in long‐term memory. As an active learning strategy this type of map building compels the learner to participate in the learning experience 12 . A student's map construction directly reflects a degree of understanding.…”

Section: Concept Mappingmentioning

confidence: 99%

Using Concept Maps in Perioperative Education

Noonan¹

2011

AORN Journal

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Critical thinking and clinical decision making are essential components of the knowledge and skills acquired in the perioperative education process. Although traditional didactic teaching methods remain predominant teaching strategies in perioperative nursing education, programs should include a variety of methods and tools to enhance learning of a considerable amount of complex material. Concept mapping is an active teaching strategy that can be used in nursing education to facilitate the development of critical thinking and decision-making skills. A concept map is a tool consisting of a main idea, subconcepts, and cross-links that organizes knowledge by showing relationships between concepts. Different types of maps can be used to present different types of learning material, depending on the focus of the lesson. Complex knowledge (eg, perioperative technology) can be better learned and retained when the brain works to organize information in a hierarchical framework and the information is built up with interacting concepts.

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Active Learning in Nursing Education (ALINE)

Cited by 8 publications

References 4 publications

Design considerations for online learning in health and social work education

Design considerations for online learning in health and social work education

Distributions of Nursing Student’s Problems with Student Centered Learning Method

Using Concept Maps in Perioperative Education

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