An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Brysiewicz, Petra; Cassimjee, R.; Mclnerney, P.A.

doi:10.4102/curationis.v25i4.795

Cited by 3 publications

(2 citation statements)

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“…Students' perceived that the regular meetings with other students for reflection and the relation with the preceptor enhanced their learning, which coheres with findings from previous research (Brysiewicz et al, 2002). Some students found PBL unfamiliar and believed it often took time from patient care and other tasks.…”

Section: Discussionsupporting

confidence: 77%

Problem-based learning in clinical nursing education: Integrating theory and practice

Ehrenberg

Häggblom

2007

Nurse Education in Practice

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Summary Over the last few decades, nursing education in Sweden has undergone many changes in its length, content, and academic level. Pedagogical developments have occurred, but not as much change has taken place in the clinical part of education. Therefore, a project was initiated to improve students' integrated learning, ability to actively search for knowledge, reflect critically, and to improve the clinical learning environment, during the clinical training part of the undergraduate nursing program at a Swedish university. This was accomplished through applying problem-based learning (PBL), supporting reflection, applying a new model for supervision, and supporting nursing preceptors. The project was carried out during clinical studies in acute care in the second year of a nursing undergraduate program.The aim of this study was to describe nursing students' and their preceptors' experiences of problem-based learning and a new model for supervision in clinical education. A total of 45 students and 30 preceptors participated by answering a questionnaire and an interview.The findings showed that the project overall was perceived positively by students and preceptors. The possibility for supervised reflection was perceived as positive by both students and preceptors, although it sometimes was difficult for preceptors to set aside time. Research-based knowledge was rarely used in clinical teaching.

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Section: Discussionsupporting

confidence: 77%

Problem-based learning in clinical nursing education: Integrating theory and practice

Ehrenberg

Häggblom

2007

Nurse Education in Practice

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“…The multiuser characteristic of the SL platform can also enable communication between students and the facilitator of a learning episode through regular interaction. This has been shown to enhances their absorption potential, as is documented in previous research [15].…”

Section: Simulation/case Based Learningmentioning

confidence: 70%

Using Simulations and Experiential Learning Approaches to Train Careers of Seniors

Bamidis

Antoniou

Sidiropoulos

2014

2014 IEEE 27th International Symposium on Computer-Based Medical Systems

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To tackle the problem of training the carers of senior citizens numerous educational options may be attempted. However, the emerging complex puzzle of the diversity of training needs for the aforementioned trainee group, consisting of a mixture of formal and informal carers, calls for a careful and perhaps more radical than the usually attempted approach. To this extent, this paper describes elements of the innovative efforts followed upon the training design of the DISCOVER EU project. Specifically, simulations of virtual patients in Second Life are exploited in conjunction with educational components and objects in semantically extended e-learning environments, in an attempt to make more realistic everyday training cases and diverse topic, content rich approaches. The whole endeavor is presented in view of the existing limitations to elderly carers' training and is soon to lend itself to a rigorous pilot phase in Greece. Planned evaluation sessions are envisaged to certify successes, to inform for any required improvements but also to identify pitfalls.

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Instruction in Mastery Goal Orientation: Developing Problem Solving and Persistence for Clinical Settings

2006

J Nurs Educ

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<h4>ABSTRACT</h4> <P>Individuals with a mastery orientation are more motivated to persist and increase their competence. Although studies have demonstrated the usefulness of explicitly teaching mastery goal orientation, no interventions have been used in nursing education. The purpose of this study was to determine whether mastery goal orientation could be rapidly acquired by nursing students via a short-term educational intervention. Nursing students from five programs participated in a 3-week intervention. Participants were matched by demographic profile and pretest goal orientation scores before being randomly assigned to experimental and control groups. Goal orientation was measured before and after the intervention. </P> <P>Students in the experimental group increased their mastery orientation significantly, while reducing their performance orientation somewhat. They persisted to solve problems, while students in the control group gave up more easily when faced with a difficult task. Early development of mastery goal orientation that promotes problem solving and persistence for clinical settings can be a powerful adjunct to undergraduate nursing education. </P> <h4>AUTHOR</h4> <P>Received: September 15, 2004</P> <P>Accepted: April 1, 2005</P> <P>Dr. Gardner is Assistant Professor, College of Nursing, University of Arkansas for Medical Sciences, Little Rock, Arkansas.</P> <P>The author would like to acknowledge Virginia A. Johnson, EdD, CRC; Linda A. Deloney, EdD; and Anna S. Moses, MEd, for their assistance in preparing the manuscript for publication.</P> <P>Address correspondence to Elaine A. Gardner, PhD, RN, CNE, Assistant Professor, College of Nursing, University of Arkansas for Medical Sciences, 4301 West Markham Street, #529, Little Rock, AR 72205; e-mail: <a href="mailto:egardner@uams.edu">egardner@uams.edu</a>.</P>

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An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Cited by 3 publications

References 11 publications

Problem-based learning in clinical nursing education: Integrating theory and practice

Problem-based learning in clinical nursing education: Integrating theory and practice

Using Simulations and Experiential Learning Approaches to Train Careers of Seniors

Instruction in Mastery Goal Orientation: Developing Problem Solving and Persistence for Clinical Settings

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