Leveraging the power of experiential learning to achieve higher-order proficiencies

Henderson, Amy

doi:10.1080/00220485.2017.1397576

Cited by 9 publications

(5 citation statements)

References 29 publications

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“…32 Such poor examples in clinical practice not only put patients at risk, but also significantly compromise the quality of clinical practice for students, as experiential learning has a critical impact on building students' future competencies. 33 In the current study, 26 (5.8%) participants exhibited dishonest behaviour related to the application of therapy and 13 (2.9%) failed to report a patient fall, which is comparable to other similar studies. 13,[34][35][36][37] Stevanin 35 reported that nursing students witnessed or reported a mean of 3.8 patient safety incidents in 1000 days of clinical practice in the hospital, and most of these incidents were related to the application of therapy.…”

Section: Incidence Of Dishonest Behaviour In the Clinical Settingsupporting

confidence: 88%

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Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Lovrić

Žvanut

2022

Nurs Ethics

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Background While academic dishonesty among nursing students is becoming a global problem, the instruments used in studies on this topic are heterogeneous and, in many cases, not even validated. This makes it difficult or impossible to compare the findings on a global scale. Objectives To investigate the profile of Croatian nursing students’ dishonest behaviour in classroom and clinical settings and to examine the relationship between the incidence of dishonest behaviour in both settings. Research design A quantitative cross-sectional study using a Croatian online version of the Nursing Student Perceptions of Dishonesty Scale (overall Cronbach’s alpha 0.933) . Participants and research context 446 nursing students from a higher education institution in Croatia, EU, in the academic year 2020/21. Ethical considerations The study was approved by the relevant committee of the higher education institution. Findings/results Almost all participants (91.3%) performed dishonest behaviour on two or more occasions in the classroom and 32.5% did so in the clinical setting. The incidence of dishonest behaviour increased with the students’ year of BSc study ( p = .008). All subscales of dishonest behaviour in the classroom were significantly and positively associated with dishonest behaviour in the clinical setting, except for the Not My Problem and Non-Compliance subscales. Discussion Based on these results, the following should be taken into consideration: 1) dishonest behaviour in the classroom is associated with dishonest behaviour in the clinical setting; 2) even the slightest occurrence of dishonest behaviour in the clinical setting can lead to fatal events. Conclusions The gradual increase in BSc nursing students’ dishonest behaviour with their year of study raises several questions regarding the development of ethical and moral values in this population. This raises the need for early and continuous exposure of students to ethical content from the beginning of their studies and support from competent educators.

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Section: Incidence Of Dishonest Behaviour In the Clinical Settingsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Lovrić

Žvanut

2022

Nurs Ethics

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“…Active learning strategies enhance student engagement, student retention, and student experience, and are of greater interest in the teaching and learning of economics. Nonetheless, economics education lags the larger academic community in two key high-impact pedagogical areas: embedding active-learning techniques in economics curricula and lack of meaningful research opportunities for undergraduates [71,72]. Class flipping, as discussed earlier, is gaining popularity.…”

Section: Active Learning Strategiesmentioning

confidence: 99%

From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

Nepal

Rogerson

2020

Education Sciences

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Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

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“…Although still not widely implemented in the economics curriculum, the value of experiential learning is well recognized in the economic education literature. Experiential learning can be implemented through research (e.g., Henderson 2016), data visualization exercises (e.g., Méndez-Carbajo 2015), experiments (e.g., Singh & Russo 2013), classroom games (e.g., Park 2010), competitions (e.g., Aguilar & Soques 2015), or service learning (e.g., Henderson 2018). These approaches improve comprehension and retention of course materials.…”

Section: Introductionmentioning

confidence: 99%

Teaching International Microenterprise Development: An Interdisciplinary Experiential Learning Approach

Holland

2019

jeconteach

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In this article, the authors describe the core elements of an integrative economics-marketing course on international microenterprise development. The course covers issues related to poverty, market approaches to poverty alleviation, various methods to elicit willingness to pay, market segmentation, market research techniques, fair trade, and other topics. Students apply concepts and methods learned to a live case study. Assignments and in-class activities are designed to turn the handicraft work of four groups of ethnic minority women in a mountainous region of Vietnam into a viable and sustainable microenterprise.

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Leveraging the power of experiential learning to achieve higher-order proficiencies

Cited by 9 publications

References 29 publications

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

Profiling nursing students’ dishonest behaviour: Classroom versus clinical settings

From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

Teaching International Microenterprise Development: An Interdisciplinary Experiential Learning Approach

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