More than a Meme: The Dunning-Kruger Effect as an Opportunity for Positive Change in Nursing Education

Bradley, Cynthia Sherraden; Dreifuerst, Kristina Thomas; Johnson, Brandon Kyle; Loomis, Ann

doi:10.1016/j.ecns.2022.02.010

Cited by 19 publications

(9 citation statements)

References 46 publications

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“…Evidence suggests that students struggle with moving from superficial memorization to a deeper understanding of content, often overestimating their knowledge and abilities. [2][3][4] Although educators shift their focus to teaching thinking within their courses and across the curriculum, students are left to navigate studying outside of class with minimal structure beyond textbook readings and clinical assignments. Many of the limitations to prescriptive study outside of class are concerned with avoiding "spoon feeding" students, assuming that students know how they learn best and presuming that they know effective study strategies.…”

Section: Nurse Educatormentioning

confidence: 99%

“…2,17 Falling victim to the Dunning-Kruger Effect, underperformers tend to be overconfident, further contributing to the unconscious incompetence that exacerbates their inability to reflect on their knowledge, identify gaps, and independently engage in active learning strategies that close those gaps. 3,17 There is a need not only for guiding independent learning outside of structured class time but also for facilitating the development of metacognition and reflexive thinking. This need becomes even more prominent in online asynchronous or hybrid course designs.…”

Section: Problemmentioning

confidence: 99%

“…In addition to lacking the skills to study, students often miss important areas where they need reinforcement and additional study—some students are poor calibrators of their learning 2,17. Falling victim to the Dunning-Kruger Effect, underperformers tend to be overconfident, further contributing to the unconscious incompetence that exacerbates their inability to reflect on their knowledge, identify gaps, and independently engage in active learning strategies that close those gaps 3,17. There is a need not only for guiding independent learning outside of structured class time but also for facilitating the development of metacognition and reflexive thinking.…”

Section: Problemmentioning

confidence: 99%

“…This enhanced emphasis on evaluating students' ability to think requires building metacognitive skills beyond memorizing facts and shallow understanding of siloed content. Evidence suggests that students struggle with moving from superficial memorization to a deeper understanding of content, often overestimating their knowledge and abilities 2–4. Although educators shift their focus to teaching thinking within their courses and across the curriculum, students are left to navigate studying outside of class with minimal structure beyond textbook readings and clinical assignments.…”

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confidence: 99%

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Brain Science Learning Guides

Onello¹

2023

Nurse Educ

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Background: Students often struggle with how to synthesize course content during independent learning outside of class. Problem: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking. Approach: To promote the development of effective study skills, a scaffolded approach was developed to facilitate students actively engaging with course content outside of class time, based on best practices of brain science–based learning. Outcomes: Using evidence in the brain science of teaching and learning, Learning Guides were developed to shift the focus of study outside of class time from the “what” to the “how.” Preliminary feedback from students in multiple core nursing courses suggests that these guides are an effective tool for student learning. Conclusion: This brain science–based approach to learning can provide a road map for students to build the essential skills for effective study habits that can lead to durable learning.

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Section: Nurse Educatormentioning

confidence: 99%

Section: Problemmentioning

confidence: 99%

Section: Problemmentioning

confidence: 99%

mentioning

confidence: 99%

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Brain Science Learning Guides

Onello¹

2023

Nurse Educ

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“…unskilled in a given field and/or unaware of a certain phenomenon (Ehrlinger et al , 2008; Ghazal et al , 2014; Isaacs, 2022). The Dunning–Kruger effect has been extensively researched in a wide variety of disciplines such as education (Jansen et al , 2021); finance (Mazor and Fleming, 2021); business and management (Nam, 2021); tourism and hospitality (Boz and Koc, 2021) and medicine (Bradley et al , 2022). Krajc and Ortmann (2008) explain the phenomenon through a scenario.…”

Section: Literature Reviewmentioning

confidence: 99%

Problem-solving abilities of managers: inflated self-efficacy beliefs

Koç

Yürür

Özşahin

2022

JHTI

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PurposeThis study compared the results of self-report and ability-based tests of problem-solving abilities of 144 hospitality managers working at hotels and restaurants through an online survey. In the first stage of the study, the managers were asked to fill in the self-report problem-solving ability scale by Tesone et al. (2010). In the second stage of the study, the managers were asked to respond to questions in a case-study-based problem-solving test.Design/methodology/approachProblem-solving is a key aspect of business process management. This study aims to investigate and compare hospitality managers' actual and claimed (self-report) problem-solving abilities. A lack of unawareness of the actual level of skills may be an important problem as managers who tend to have inflated self-efficacy beliefs are less likely to allocate resources, e.g. time, money and effort, to develop a particular skill or ability they lack. They are also more likely to take risks regarding that skill or ability.FindingsThe results of the study showed that there was a major difference between the results of the self-report test and the actual test. This meant that the managers who participated in the study had inflated self-efficacy beliefs regarding their problem-solving abilities, i.e. they operated under the influence of the Dunning–Kruger effect. The study showed that self-report tests that are commonly used in businesses in recruitment and promotion may not provide a correct level of people's abilities. In general, managers who have inflated self-efficacy beliefs are less likely to be interested in developing a particular skill due to the overconfidence arising from their inflated self-efficacy beliefs. The study showed that managers were less likely to allocate resources, e.g. time, money and effort, to develop a particular skill they lack and are more likely to take risks regarding that particular skill.Practical implicationsManagers in the hospitality industry appear to lack problem solving-abilities. While the hospitality managers assigned high marks for their problem-solving abilities in a self-report problem-solving scale and appeared to be performing significantly good overall in problem-solving, they performed poorly in an actual problem solving exercise. It is recommended that businesses rather than depending on self-report problem-solving scales, they should resort to ability-based scales or exercises that actually measure managers' problem-solving abilities. Also, as managers who had formal tourism and hospitality education performed poorly, tourism and hospitality programme managers at universities are recommend to review their syllabi and curriculum so as to help support their graduates' problem-solving abilities.Originality/valueThe study is original as no previous study compared managers' problem-solving abilities by using self-report and ability-based tests. The study has implications for researchers in terms of developing knowledge, ability and skill-based scales in the future. The study has also significant practical implications for the practitioners.

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Increased Effect Sizes in a Mindfulness- and Yoga-Based Intervention After Adjusting for Response Shift with Then-Test

et al. 2023

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Objectives Response shift refers to variations in self-reported evaluations at different times from changes in one’s internal standards, values, and meanings. The current study explored the utility of the then-test to detect a potential mindfulness-based response shift occurrence during a mindfulness- and yoga-based intervention for student musicians, and to ascertain to what extent effect sizes could differ when adjusting for it. Method Participants (n = 31) completed the Five Facet Mindfulness Questionnaire (FFMQ) halfway through the intervention (Time 1-FFMQ), post-intervention (Time 2-FFMQ), and immediately after Time 2-FFMQ with a then-test approach that asked participants to rate the FFMQ based on retrospective reflections on their mindfulness at Time 1 (then-test-FFMQ). Paired t-tests and Hedges’ g effect sizes were computed to estimate three potential effects: response shift (Time 1-FFMQ minus then-test-FFMQ), the conventional intervention effect (Time 2-FFMQ minus Time 1-FFMQ), and the effect after adjusting for response shift (i.e., actual intervention effect = Time 2-FFMQ minus then-test-FFMQ). Results Response shift was significant for the FFMQ Observe subscale (g = 0.41) and total scale (g = 0.37). The adjusted scores in all subscales (Observe, g = 0.47; Describe, g = 0.25; Act Aware, g = 0.40; Non-judge, g = 0.28; Non-react, g = 0.57) and total scale (g = 0.60) achieved significance and yielded larger effect sizes than the conventional results, for which only Act Aware (g = 0.28), Non-react (g = 0.36), and total scale (g = 0.28) were significant. Conclusions Notwithstanding some methodological limitations, this study lends support to the utility of the then-test to quantify response shift. When adjusting for it, effect sizes from a mindfulness- and yoga-based intervention were generally amplified. Preregistration This study was not preregistered.

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More than a Meme: The Dunning-Kruger Effect as an Opportunity for Positive Change in Nursing Education

Cited by 19 publications

References 46 publications

Brain Science Learning Guides

Brain Science Learning Guides

Problem-solving abilities of managers: inflated self-efficacy beliefs

Increased Effect Sizes in a Mindfulness- and Yoga-Based Intervention After Adjusting for Response Shift with Then-Test

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