The significance of personal learning environments (PLEs) in nursing education: Extending current conceptualizations

Patterson, Christopher F; Stephens, Moira; Chiang, Chung Lim Vico; Price, Ann M.; Work, Fiona; Snelgrove-Clarke, Erna

doi:10.1016/j.nedt.2016.09.010

Cited by 34 publications

(29 citation statements)

References 23 publications

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“…En cuanto a las estrategias que emplean los estudiantes para gestionar y planificar la información, los resultados arrojan que cuentan con habilidades relevantes en un mundo "conectado", ya que analizan, cuestionan, contrastan y respetan los derechos de autor Patterson et al, 2017); además, observamos una limitante: prefieren instrumentos tradicionales y desaprovechan, en gran medida, las ventajas de una red conectada, que les permitiría desarrollar una ecología del aprendizaje con más herramientas (Guodong & Xinghua, 2016).…”

Section: Discussionunclassified

Analysing knowledge building strategies in personal learning environments

Guzmán

Martínez

2019

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Section: Discussionunclassified

Analysing knowledge building strategies in personal learning environments

Guzmán

Martínez

2019

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“…[26] Finally, it is important to consider the characteristics in both physical and virtual environments and how this impacts learning for students. In Patterson et al, [28] looking at how students select and create personal learning environments, when students were presented with a wide variety of modalities, how each student responds is still dependent on their learning preferences. Creating options available in multiple formats may be one way of reaching more students, but educators must be willing to adapt to the approaches based on changing preferences among cohorts, and peer facilitators can act as an important communication line creating the space for those conversations and advocating for tools and resources to meet the needs of their peers.…”

Section: Discussionmentioning

confidence: 99%

Peer assisted learning model to support students’ success in a complex science course

Osborne

Othman²

2019

JNEP

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The application of peer learning models, including Peer Assisted Learning (PAL), has been primarily in the clinical and simulation settings with the focus on readiness for clinical and professional practice. We present a single center experience with the design, structure and implementation of an in-house PAL tutorial in a Pathophysiology; a complex mandatory 12 weeks science course taken by 2nd-year students. This experience represents a phase and progression towards a more coherent model. In phase I, a short survey was conducted to gauge the students’ interest and assess the feasibility of a tutorial model. In Phase II and III, PAL tutorials were introduced and implemented over the course of two semesters for two cohorts of students. Phase I provided sufficient evidence to proceed with tutorial development, and provided guidance for tutorial planning and implementation. Phase II and III showed tutorial participation gradually increased over time. We have integrated complexity science as a theoretical basis that guided the study and unified the findings throughout the study. The tutorials helped students to integrate concepts from related courses, encouraged them to find similarities, and enhanced overall understanding of course content, while providing a support system to reduce anxiety and stress. The use of online material and a concept mapping approach received the most significant positive feedback as learning tools. We believe the PAL approach is important to tutorial development and, when implemented within the theoretical model of complexity science, may carry potential in developing nursing or other curricula. Further research into the application of tutorial models more broadly in nursing education curriculum is necessary to determine more coherently the unique design characteristics required.

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“…As noted above when compared to the traditional focus group technique, NGT uses a more structured format to allow participants to analyze problems and arrive at solutions in a democratic manner (see Bailey, 2014;Patterson et al, 2017). It also avoids overly directive questions from a facilitator or topic guide that makes a priori assumptions about the importance of specific topics by raising them as questions.…”

Section: Nominal Group Technique (Ngt)mentioning

confidence: 99%

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

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Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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The significance of personal learning environments (PLEs) in nursing education: Extending current conceptualizations

Cited by 34 publications

References 23 publications

Analysing knowledge building strategies in personal learning environments

Analysing knowledge building strategies in personal learning environments

Peer assisted learning model to support students’ success in a complex science course

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

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