Improving Self-directed Learning/Intercultural Competencies

Kirkpatrick, Mary K.; Esterhuizen, Philip; Jesse, Elizabeth; Brown, Sylvia T.

doi:10.1097/nne.0000000000000092

Cited by 10 publications

(8 citation statements)

References 5 publications

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“…While these teaching approaches are aimed at supporting and assisting first year health science anatomy students to develop their knowledge and learning skills in anatomy, they also appear to produce more motivated and selfdirected learners. Our findings are consistent with previously reported self-directed learning approaches [7,8,12,13,15,18,21,23,24,26,27,29,31,[36][37][38]; however, the present study offers a greater variety of innovative, active teaching approaches that cover all four of the major sensory modalities for learning than those previously reported.…”

Section: Discussionsupporting

confidence: 94%

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Diaz

Woolley

2015

Med.Sci.Educ.

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Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008-2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches-a traditional didactic teaching style and strategies-and a stimulated, innovative teaching style with guided, self-directed strategies (n=510; response rate=79 %). A content analysis of an openended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, selfdirected experiential learning strategies rated engagement variables significantly higher (p<0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and selfdirected learners.

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Section: Discussionsupporting

confidence: 94%

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Diaz

Woolley

2015

Med.Sci.Educ.

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“…The education of nurses related to the unique health needs of this population is vital for providing best practice and holistic care (ANA, 2018). Several recent studies (Cicero & Wesp, 2017; Kirkpatrick et al, 2015; Landry, 2017; McCann & Brown, 2019; Nicol et al, 2013) highlight the necessity for nursing education programs to include and enhance LGBTQ content in their curricula because many health care providers who were interviewed lacked the knowledge and skills to provide competent, culturally sensitive care to this population. Identification of strategies to raise nurses’ competency in addressing the needs of transgender individuals and their families is imperative for better quality of life.…”

Section: Discussionmentioning

confidence: 99%

Families in Transition: The Lived Experience of Parenting a Transgender Child

Wagner

Armstrong

2020

J Fam Nurs

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Research exploring the parents’ experience of their child undergoing gender transition is almost nonexistent. However, as the number of individuals who identify as transgender increases, gender identity will continue to evolve; therefore, supporting families of these individuals is paramount. Parents of transgender children were interviewed and yielded five themes: (a) It Rocks Your World; (b) Dancing Around in a Way that Doesn’t Distance; (c) Your Child Is Still Your Child; (d) Worrying About the Future; and (e) Transformational: Finally an Answer. These themes begin to identify the complex nature and struggles parents face as they encounter the emotional and physical aspects of their child’s gender transition. The findings raise awareness of the parents’ perspective, provide a better understanding of the complex family issues that occur, and provide nursing suggestions on how to continue to work to facilitate “healthy families” and promote cultural sensitivity.

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“…The GLMA guidelines on LGBT patient care include staff education on LGBT health issues, risk factors, and the use of appropriate language related to the LGBT culture ( GLMA, n.d. , p. 14). Professional education on LGBT health care is lacking in both formal educational and informal staff training sessions ( Crisp, 2006 ; Kirkpatrick, Esterhuizen, Jesse, & Brown, 2015 ). A knowledge gap exists for providers, because less than 50% of physician education programs address LGBT health and only 16% have comprehensive training ( Arbeit, Fisher, Macapagal, & Mustanski, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Lesbian, Gay, Bisexual, and Transgender Cultural Competence in a Midwestern Primary Care Clinic Setting

Felsenstein¹

2018

J Nurses Prof Dev

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The process of initiating lesbian, gay, bisexual, and transgender (LGBT) cultural competencies and educational interventions developed to increase staff knowledge on LGBT culture and health issues is discussed, including a computer-based module and panel discussion. The module intervention showed a statistically significant increase (p = .033) of staff LGBT knowledge from pretest to posttest scores. An evaluation after the panel discussion showed that 72% of staff indicated they were more prepared for LGBT patient care.

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Improving Self-directed Learning/Intercultural Competencies

Cited by 10 publications

References 5 publications

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches

Families in Transition: The Lived Experience of Parenting a Transgender Child

Enhancing Lesbian, Gay, Bisexual, and Transgender Cultural Competence in a Midwestern Primary Care Clinic Setting

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