Applying Self-directed Learning Strategy to Enhance Nursing Students' Critical Thinking Skill

Obied, Heba K.; Gad, Reda A. Abo

doi:10.9790/1959-0602056777

Cited by 15 publications

(24 citation statements)

References 21 publications

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“…[1] Although growing literature view nursing clinical practice as a stressful experience that can cause negative consequences on both students' academic performance as well as their well-being. [2][3][4][5] Stress experienced by nursing students has profound effects on educational programs, on nurse employers, and the entire nursing profession.…”

Section: Introductionmentioning

confidence: 99%

Association between senior nursing students’ perceived stress and learning environment in clinical practice

Elsayes

Obied

2017

JNEP

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Background and objective: Senior nursing students encounter various stressors during their practice in clinical learning environment. Inability to manage these stressors, may affect students' academic achievement and well-being, which in turn put the nursing profession at risk. This study aimed to examine the association between senior nursing students' perceived stress and learning environment in clinical practice and their coping strategies. Methods: Study subject consisted of 400 senior nursing students enrolled in the 4th academic year at Faculty of nursing-Tanta University. Present study used descriptive design. Four tools were used to collect the data: Nursing Students' Perception of Stress in Clinical Practice, Physio-Psycho-Social Response Scale, Coping Strategies Scale, and Dundee Ready Education Environment Measure. Results: Senior nursing students' experienced a high level of stress in clinical practice with total mean (2.87), and their response to stress indicated poor health status with total mean (2.76). Their learning environment need more effort to be improved with total mean score (2.4). There were high statistical significant positive correlation between students' perception of learning environment and their responses to stress (p < .001). Conclusions: Senior nursing students experienced high level of stress in clinical practice; their responses to stress indicated a poor health status. Majority of them used problem focused disengagement and emotional focused disengagement strategies to deal with stress in clinical practice. Their perception of learning environment indicated a more positive than negative, so learning environment need more effort to be improved. Accordingly we recommend promote healthy, supportive learning environment and refine nursing curricula.

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Section: Introductionmentioning

confidence: 99%

Association between senior nursing students’ perceived stress and learning environment in clinical practice

Elsayes

Obied

2017

JNEP

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“…Finally, students analyze and discriminate among the findings from two evidenced‐based research articles and four maternal infant theories specific to their families. The assignment incorporates the concepts of HFS, clinical care, self‐reflection, journaling, and technology mechanisms that foster self‐efficacy and critical thinking 11,22,24 …”

Section: Methodsmentioning

confidence: 99%

“…The assignment's community engagement initiated when the students located a woman at 27–34 weeks gestation. Research supports that there is a significant positive relationship between self‐directed learning preparation and the development of critical thinking and self‐efficacy 10,11 . Through self‐directed engagement, students attended prenatal visits, all four stages of labor and delivery, and concluded with a postpartum follow‐up visit.…”

Section: Introductionmentioning

confidence: 97%

Meaningful learning actualized through a perinatal continuity of care experience

Ward

Hober

2020

Nursing Forum

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Leaders in nursing education embrace innovative, real‐world learning environments that transform today's generation of nursing students into critical thinkers. Scheduling exclusive child‐bearing practicums are challenging due to staffing, time, and maternal client presentation. Utilizing transformative learning theory a perinatal continuum of care clinical learning experience evolved. This paper will discuss the qualitative, descriptive study of Bachelor of Science in Nursing students in rural, Midwestern United States who completed maternal/infant didactic, high‐fidelity simulation, and real‐world experiences relative to women during the perinatal period. Participants (n = 50) consisted of third‐semester baccalaureate nursing students enrolled in the maternal/infant course. Data were collected from students' reflective journal blogs at the end of the semester. The aim of this study was to identify the outcomes of students learning through this perinatal experience. Three themes emerged from this study: self‐analysis, critical thinking, and self‐efficacy. Students' reflection indicated that through this comprehensive clinical experience, they developed a new self‐awareness. Students noted that the experience was unique to any they had encountered. The perinatal assignment provided an opportunity for professional growth in this specialty area due to the interface of theory, simulation, and clinical applications expounded in the reflective clinical blog throughout the experience.

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“…To face the above-mentioned challenges, higher education needs suitable teaching and learning methods that encapsulate traces of intellectual development and student empowerment to strengthen SDL through the development of critical thinking (Dunne 2015;Erikson & Erikson 2018). Critical thinking could therefore be viewed as a curricular outcome that plays a role in SDL (Bailey 2016;Obied & Gad 2017). The link between critical thinking and SDL is made explicit by Obied and Gad (2017) who assert that critical thinking involves a compound process of applying skills to analyse, interpret and evaluate information to make a purposeful, self-regulatory judgement or decision.…”

Section: Introductionmentioning

confidence: 99%

Lessons learnt in establishing a teaching presence in a cooperative blended learning environment: Facilitators’ perspectives

Bosch¹,

Laubscher²

2020

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

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Applying Self-directed Learning Strategy to Enhance Nursing Students' Critical Thinking Skill

Cited by 15 publications

References 21 publications

Association between senior nursing students’ perceived stress and learning environment in clinical practice

Association between senior nursing students’ perceived stress and learning environment in clinical practice

Meaningful learning actualized through a perinatal continuity of care experience

Lessons learnt in establishing a teaching presence in a cooperative blended learning environment: Facilitators’ perspectives

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