Innovative pedagogical practices in higher education: An integrative literature review

Santos, Júlia Oliveira; Figueiredo, Amélia Simões; Vieira, Margarida

doi:10.1016/j.nedt.2018.10.003

Cited by 89 publications

(66 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, an integrative literature review of innovative strategies in higher education demonstrated four themes: dig-ital simulation, dissonance between concepts and approaches to teaching, mixed approaches, and large class size. [20] Moreover, an integrative review of 15 quantitative and 7 qualitative studies by analyzing and synthesizing the existing evidences on creativity in nursing revealed that the following intrinsic and extrinsic factors affect the creativity of nurses and nursing students: the intrinsic factors were learning and thinking styles, passion and interest in nursing, and achievement motivation, and the extrinsic factors were workplace problems and shortage of nurses. [21] Furthermore, a cross-sectional descriptive study of 74 nursing faculties and 245 nursing students revealed that creative personality did play a moderating role between school creative environment and nursing students' creativity.…”

Section: Literature Reviewmentioning

confidence: 99%

The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

Lee²,

Kuo³

2020

JNEP

View full text Add to dashboard Cite

Background: The principal investigator has integrated the teaching strategies and activities of critical and creative thinking with integration and problem-solving abilities in the process of guiding nursing students in the course of Nursing Practicum Project Production (NPPP) for seven years. Although the course has developed a set of indicators for evaluating the products; however, there is a lack of indicators of evaluating the critical and creative thinking, integration and problem-solving abilities of the nursing students. In the 2018 year, the professional growth program for the teachers through the expert meeting and faculties discussion has developed the indicators of evaluating the critical and creative thinking, integration and problem-solving abilities for the nursing students completing the course of NPPP. The purpose of this study was to explore the evidences of the innovative teaching among the critical and creative thinking, integration and problem-solving abilities of nursing students before and after the course of NPPP.Methods: The mixed methods including the quasi-experimental and four factor designs were used in this study and the samples were the two-year program nursing students of the AB classes with the majority of them who have had the clinical working experiences. A class was the experimental group, integrating the teaching strategies and activities of critical and creative thinking, integration and problem-solving abilities. B class was used the traditional teaching. The two classes of nursing students were conducted self-assessment of the critical and creative thinking, integration and problem-solving abilities before and after the 2019 course of NPPP to understand the effectiveness of innovative teaching in the critical and creative thinking, integration and problem-solving abilities of RN-BSN students.Results: The critical and creative thinking, integration and problem-solving abilities of RN-BSN students in A class not only has improved significantly after conducting the innovative teaching, but also has the higher scores than the comparison B class. Additionally, no matter the principal investigator or other two faculties instructed the A group of RN-BSN students, the critical and creative thinking as well as the integration and problem solving abilities of RN-BSN students have improved before and after the NPPP course although there is the tendency of decreasing four abilities from group 1 to 4, but did not approach in the significant level.Conclusions: It is the evidences of the innovative teaching of critical and creative thinking, the integration and problem solving abilities for RN-BSN students in the first five weeks of the NPPP course. Additionally, the principal investigator instructed the group 1 and 2 that performed better than group 3 and 4 by the other two instructors that might be interesting to further study the group 1 and 2 dynamics as beneficence of teaching those thinking and abilities by the principal investigator.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

Lee²,

Kuo³

2020

JNEP

View full text Add to dashboard Cite

show abstract

“…Globally, we point to a paradigm shift -from a teacher-centered approach to a learner-centered approach in nursing education. 2,28 In this sense, the teaching methodological proposal adopted by the CD Nursing discipline demonstrates the teacher's concern with providing meaningful learning that goes beyond traditional teaching models.…”

Section:  Problem Based Learningmentioning

confidence: 99%

“…1 Given this scenario, it is clear that the traditional model of memorization and verification of content has been abandoned by universities, seeking to train critical and reflective professionals capable of solving problems. 2 Communicable diseases (CD) are one of the most challenging health issues because of their potential for dissemination and association with people's living conditions. 3 Developing critical thinking in this discipline is crucial and, for this to happen, the teacher is responsible for providing effective clinical instruction and creating safe learning environments that support critical thinking.…”

mentioning

confidence: 99%

Metodologias ativas no ensino de enfermagem em doenças transmissíveis

Felix

Soares

2019

Rev enferm UFPE on line.

View full text Add to dashboard Cite

Objective: to report the experience of using active teaching-learning strategies in the Communicable Diseases Nursing discipline. Method: this is a descriptive experience-type study developed during the theoretical-practical teaching of contents on tuberculosis, HIV / AIDS, sexually transmitted infections and prevention and control of healthcare-related infection in the Nursing discipline. in Communicable Diseases. The results are presented in report form. Results: six active teaching-learning strategies were used to deliver tuberculosis, HIV / AIDS, sexually transmitted infections, and health care-related infections. Conclusion: it was observed that the use of innovative approaches in the teaching of communicable disease nursing made learning more dynamic and attractive. This knowledge is essential for learners to develop basic skills to serve clients with better quality care and safety. RESUMOObjetivo: relatar a experiência do uso de estratégias ativas de ensino-aprendizagem na disciplina de Enfermagem em Doenças Transmissíveis. Método: trata-se de um estudo descritivo, tipo relato de experiência, desenvolvido durante o ensino teórico-prático de conteúdos sobre tuberculose, HIV/Aids, infecções sexualmente transmissíveis e prevenção e controle de infecção relacionada à assistência à saúde, na disciplina de Enfermagem em Doenças Transmissíveis. Apresentam-se os resultados em forma de relato. Resultados: utilizaram-se seis estratégias ativas de ensinoaprendizagem para ministrar conteúdos de tuberculose, HIV/Aids, infecções sexualmente transmissíveis e infecções relacionadas à assistência à saúde. Conclusão: observou-se que o uso de abordagens inovadoras no ensino de Enfermagem em Doenças Transmissíveis tornou o aprendizado mais dinâmico e atraente. Faz-se esse conhecimento essencial para que os aprendizes desenvolvam competências básicas para atender clientes com melhor qualidade assistencial e segurança. Descritores: Educação em Enfermagem; Doenças Transmissíveis; Competência Profissional; Currículo; Aprendizagem Baseada em Problemas; Estudantes de Enfermagem. RESUMENObjetivo: informar sobre la experiencia del uso de estrategias activas de enseñanza-aprendizaje en la asignatura de Enfermería en Enfermedades Transmisibles. Método: este es un estudio descriptivo de tipo relato de experiencia, desarrollado durante la enseñanza teórico-práctica de contenidos sobre tuberculosis, VIH / SIDA, infecciones de transmisión sexual y prevención y control de infecciones relacionadas con la salud en la asignatura de Enfermería en Enfermedades Transmisibles. Los resultados se presentan en forma de relato. Resultados: se utilizaron seis estrategias activas de enseñanza-aprendizaje para ministrar contenidos de tuberculosis, VIH / SIDA, infecciones de transmisión sexual e infecciones relacionadas con la atención médica. Conclusión: se observó que el uso de enfoques innovadores en la enseñanza de Enfermería en Enfermedades Transmisibles hizo que el aprendizaje fuera más dinámico y atractivo. Este conocimiento es esencial para que lo...

show abstract

“…Другим аспектом реализации деятельностной составляющей процесса обучения математике выступает включение активных и имитационных методов как наиболее значимых для получения положительных результатов образования [4]. Так, примером реализации метода кейсов служит авторская задача, предлагаемая студентам для решения при изучении темы «Подбор параметров кривых методом наименьших квадратов» раздела «Дифференциальное исчисление функций нескольких переменных».…”

Section: деятельностная составляющая образовательного процесса выражаunclassified

The fulfillment of humanitarian potential of mathematics when training future engineers at agro-technological university

Горбунова¹

2019

ОСПП

View full text Add to dashboard Cite

The paper reviews the feasibility of the humanitarian potential of mathematics while teaching Engineering Bachelor’s Degree students at agro-technological university achieved as a part of person-centered and activity-based approaches. It studies the concept of humanitarization of mathematics education and basic components of this process: activity-based, historical, applied, and aesthetic ones. The activity-based component implies the use of person-centered and developing technologies, students’ self-directed learning management (standard and applied problems solution, creative, research, project tasks performance, the compilation of reference schemes and glossaries), education differentiation, the use of active learning and simulation methods. The historical component is delivered in different forms, and the applied component is useful in solving results-based and job-related problems. Besides, the research demonstrates several aspects of the informatization of the educational process and proves the necessity of its differentiation. The practices of problem-based learning and case method are exemplified as well.

show abstract

Innovative pedagogical practices in higher education: An integrative literature review

Cited by 89 publications

References 8 publications

The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students

Metodologias ativas no ensino de enfermagem em doenças transmissíveis

The fulfillment of humanitarian potential of mathematics when training future engineers at agro-technological university

Contact Info

Product

Resources

About