Author: Barbara J. Gruendemann
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 366

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Book Description

Author: Catherine Marie Nosek
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 210

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Author: Hessler
Publisher: Jones & Bartlett Publishers
ISBN: 1284101576
Category : Medical
Languages : en
Pages : 306

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Book Description
Flipping the Nursing Classroom: Where Active Learning Meets Technology focuses on the flipped learning model in the framework of nursing education.

Author: Deborah Leininger
Publisher:
ISBN: 9781109419474
Category : Dissertations, Academic
Languages : en
Pages : 55

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Book Description
During the fall of 2006, almost 3.5 million students were taking at least one online course. Eighty-three percent of institutions with online offerings anticipate their online enrollment will continue to increase over the next year. Currently, online nursing programs exist for undergraduate, RN-BSN, refresher courses, graduate, and doctoral programs. Active learning strategies such as group learning are increasingly being utilized in nursing education. This research is a phenomenological qualitative study describing nursing students' experiences of group projects in the online learning environment. The data were collected by unstructured telephone interviews. Themes were extracted from the analyzed interviews. This study may assist in the development and facilitation of online group projects in the future.

Author: Ignatavicius
Publisher: Jones & Bartlett Learning
ISBN: 1284127362
Category : Medical
Languages : en
Pages : 283

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Book Description
Resource added for the Nursing-Associate Degree 105431, Practical Nursing 315431, and Nursing Assistant 305431 programs.

Author: Donna T. Darcy
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 386

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Book Description
The faculty at one suburban university on Long Island observed that the majority of nursing students are of the millennial generation who use electronic devices consistently and competently in their daily lives, but did not seem to incorporate technology in their learning. Students seemed to express disinterest, dissatisfaction, and frustration with computer-assisted assignment in nursing courses. As these students did not seem to fit the theoretical description of "digital natives" who have used technology in all aspects of their lives, the researcher felt that further exploration of this phenomenon was logical and timely in order to better develop and implement educational activities consistent with students' needs and preferences. This phenomenological qualitative research study then explored millennial nursing students' use of technology in their learning and how they perceive that learning technologies do or do not contribute to meeting their educational goals. Through in-person classroom observations, an open-ended questionnaire, and individual interviews with baccalaureate nursing students at one university on suburban Long Island, the researcher gained insights into these students' technology preferences. The study revealed that although all students own laptops or tablets and cellphones, the majority are digital fledglings when using technology for learning, having only recently begun to use technology in their studies. Although students verbalized a preference for traditional lecture pedagogy in the classroom, they appeared disengaged and bored in this environment. They expressed that more engaging learning exercises, such as simulation and audience response systems, are more advantageous in contributing to their academic success. They prefer any learning activity regardless of the use of technology that provides structure and scaffolding to learning, is time-efficient but impactful, and is authentic to nursing practice. From this study, the researcher does not imply that technology is the answer to all learning or that students simply want to be entertained in the classroom. Instead, the researcher suggests that nursing faculty working with these students must be pioneering leaders who are well-trained in a blend of traditional and active learning pedagogies to be able to meet the needs of the heterogeneous nursing student.

Author: Patricia K. Young
Publisher:
ISBN:
Category :
Languages : en
Pages : 282

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Book Description

Author: Susan Kleiman
Publisher: F A Davis Company
ISBN: 9780803614857
Category : Medical
Languages : en
Pages : 205

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Book Description
As health care becomes more technically and scientifically focused, it becomes increasingly important that the patient does not become de-humanized in the process. And, increasingly, nurses are the key to ensuring medicine remains human centered. This groundbreaking new book demonstrates that human-centered care, a basic tenet of the philosophical basis of nursing practice, is the foundation of quality nursing care. In today's high-tech world of medicine, interpersonal relationships must be integrated with technological and scientific advances, placing equal importance on both communication and technical skills. The author, an internationally recognized expert in this field, explores the human interaction between nurses and patients. She offers a detailed method for studying the nature of nursing and a way for individual nurses to value their own nursing experiences and create possibilities for excellence in nursing care. - Expands and explains the basic concepts of Paterson and Zderad's Humanistic Nursing Theory, showing its relevance to clinical practice, education, administration, and policy. - Provides a conceptual framework from which the student can examine what nurses do and why. - Shows students how to integrate theory into practice. - Uses case studies to demonstrate concepts used in actual nursing practice. - Provides nurses with an approach by which they can value their own nursing practice, establishing a direct relationship to personal and professional growth. Helps students prepare for this content in NCLEX-RN exam. - Offers more information through the author's website at www.humanistic-nursing.com.

Author: Stephanie S. DeBoor, PhD, APRN, ACNS-BC, CCRN
Publisher: Springer Publishing Company
ISBN: 0826186866
Category : Medical
Languages : en
Pages : 375

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Book Description
Praise for Earlier Edition: "This is a detailed yet practical guide to planning, developing, and evaluating nursing curricula and educational programs. It provides a comprehensive and critical perspective on the totality of variables impacting curricular decisions...This book provides readers with a comprehensive overview of curriculum development, redesign, and evaluation processes...92 - 4 Stars" —Doody'sBook Reviews The fifth edition of Keating's Curriculum Development and Evaluation in Nursing Education provides comprehensive, detailed coverage of developing a quality curriculum that addresses competencies and accreditation standards and, most importantly, prepares students to become first-rate professionals. It includes a timely discussion of the Covid pandemic and its sizable impact on nursing education, expanded coverage of online learning, a new chapter on developing curriculum for clinical environments, current examples of specific strategies in practice, updated AACN essentials, and an upgraded format that enhances readability. With step-by-step guidance and detailed case studies, the fifth edition provides essential content for nursing students and novice educators on how to develop a quality curriculum, while also helping advanced nursing educators and faculty to meet the challenges of a rapidly changing nursing education environment. Each chapter reinforces learning by providing an introduction, summary, and multiple clear objectives along with examples addressing specific teaching strategies—particularly clinical training and staff development. At the end of each chapter are separate sets of questions and learning activities for nursing faculty and graduate students. An extensive Faculty Resource package includes a course syllabus, suggested teaching strategies and resources, PowerPoints for each section, and supplemental and reflective student learning activities. New to the Fifth Edition New chapter on developing curriculum for staff development/nursing professional development specialists in clinical environments New chapter on taxonomies and development on critical thinking Updated information on distance education, online learning, informatics, and technology Updated information on course development strategies for application of learning theories, educational taxonomies, and team building Provides example of preparation for and participation in a virtual CCNE site visit implemented during the pandemic Updated AACN Essentials/Domains and application to curriculum development and evaluation Upgraded format including two-color design and improved readability Key Features: Offers the most in-depth coverage of nursing curriculum development Supports new faculty as they transition to academia Discusses the theories, concepts, and tools needed for curriculum development and program evaluation Describes the scope of academic curriculum models at every practice and academic level Weaves the concept of interdisciplinary collaboration in education throughout Includes an Instructor's Manual and PowerPoints Serves as a CNE certification review

Author: Cosette Taylor
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
The purpose of this study was to examine the perceptions and lived experiences of nursing students' interpersonal communication with clients and nurses upon completion of nursing practice rotations of undergraduate nursing education. The study identified the extent to which nursing student participants were aware of the roles, relationships, and statuses in the context of nursing practice rotations, and how this awareness shaped their interpersonal communication with clients and nurses. Ecological Systems Theory and Critical Systems Theory were used as complementary theoretical frameworks to explore the system of layers of roles and relationships and to employ a critical lens. Hermeneutic phenomenological research methodology, specifically the approach of Max van Manen (1990) was used to gain the essence of the 12 participants' lived experiences of interpersonal communication with nurses and clients on nursing practice rotations: feelings of overwhelm, unpreparedness, and powerlessness in their roles, relationships, and status in communicating with nurses and clients. The principle themes of Holding on to the Traditional Student Role (role stagnation), Learning to Become a Professional Nurse within a Community of Nurses (role transformation), and Experiencing Disempowerment as Learners (role oppression) within the ecosystem were deconstructed to make recommendations for nursing education.