The Use of Story Theory Based Unfolding Case Study and Learning Styles on Knowledge Integration of Baccalaureate Nursing Students PDF Download
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Author: Joan Marie Perks
Publisher:
ISBN:
Category : Case method
Languages : en
Pages : 378
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Author: Joan Marie Perks
Publisher:
ISBN:
Category : Case method
Languages : en
Pages : 378
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Author: Sandra Bryant Bryant
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 107
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Book Description
Utilizing unfolding case studies as a teaching strategy has a number of potential benefits towards enhancing student understanding and transfer of knowledge. A major goal of these strategies is to enhance the competence levels of nursing students and improve patient care outcomes. Literature has suggested that utilization of knowledge to align classroom, clinical, and laboratory learning experiences will lead to nursing students who are better able to discern critical aspects to focus on within clinical situations, allowing them to render more competent care (Benner, Sutphen, Leonard, & Day, 2010). Although unfolding case studies have the potential benefits, listed above, there is little empirical research in nursing education to warrant such claims. This study begins to address this gap by examining differences in understanding and transfer between a classroom that utilized a lecture-based approach (n = 45) and a classroom that utilized unfolding case studies (n = 44). Specifically, this study tested the effects of using unfolding case studies within an oxygenation module in a Fundamentals of Nursing Course at a community college in the southeastern United States. Pre and post module tests, a final examination, a teaching rubric, and personal perceptions of achievement through survey questions were utilized to measure achievement levels and students perceptions about using unfolding case studies. Results from an analysis of variance indicate that students in the unfolding case study classroom learned at a statistically significantly greater rate and demonstrated greater understanding after the module than students in the lecture-based classroom. Further, students in the unfolding case study classroom demonstrated significantly higher transfer of understanding on the final examination. Results from the survey questions offer suggestions for educational design for nursing students by guiding pedagogical strategies for the alignment of classroom, clinical, and laboratory experiences.
Author: Heather Kathleen Laschinger
Publisher:
ISBN:
Category : Experiential learning
Languages : en
Pages : 0
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Author: Elaine M. Lloyd
Publisher:
ISBN:
Category : Blended learning
Languages : en
Pages : 182
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Book Description
Nursing education reform is needed for today’s generational mix of pre-licensure nursing students to prepare them to effectively care for clients’ ever-evolving healthcare needs. This mixed-methods, quasi-experimental study was designed to measure if the use of unfolding case studies (UCS) in a traditional classroom setting (TCS) would (a) enhance critical thinking skills of the experimental group more than the control group as measured by the Health Science Reasoning Test (HSRT), (b) explore if course content examinations were higher in the experimental group versus the control group, (c) explore the perceptions of a subset of Bachelor of Science Nursing (BSN) pre-licensure students to determine if the use of multimodal learning (visual, auditory, reading, and kinesthetic) opportunities throughout UCS improved CTS in the classroom setting, clinical setting, and preparing for course content exams and, (d) explore if the above-mentioned subset of BSN students perceived greater engagement during the learning process. A convenience sample (N = 70) of BSN pre-licensure students participated in the quantitative portion of this research study. A subset of BSN pre-licensure students (n = 8) from the experimental group volunteered for a 1-hour focus group session. Quantitative data results showed no statistical significance between the experimental and control groups’ HSRT overall and subscale scores (p > .05) and only a statistical significance for Exam I (p
Author: Jill R. Hobbs
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 103
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Book Description
For many nursing students, the classroom and clinical experience represent two different learning environments. The disconnect between classroom and clinical learning also parallels an important professional need--bridging students' transitions from nursing school to professional practice (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2011). Utilization of an unfolding case study (UCS) in the classroom setting allows the students to participate in a realistic, complex, problem centered activity while learning to think like a nurse. The purpose of this study was to address the challenge to improve teaching and learning by integrating clinical experiences into classroom education (Benner, et al., 2010; IOM, 2011). Although unfolding case studies have been used in nursing pedagogy, there is little empirical research in nursing education to support this interactive teaching strategy. In fact, there are no research studies in nursing that test transfer of knowledge with the use of an UCS in the classroom setting. This quantitative study examined the effects of an UCS on undergraduate nursing students learning outcomes. This intervention study took place in a naturalistic setting comparing a traditional slide lecture (n = 83) to an UCS (n = 98) by testing learning outcomes with the use of a pretest, posttest, and transfer test. A student perception survey was also administered after each teaching session. This study begins to address the gap in the literature by examining learning outcomes and transfer of knowledge. The results of the 2 x 3 repeated measures analysis of variance reveal that students in the UCS group learned at a similar rate as the lecture group. Neither group demonstrated transfer of knowledge on the transfer test. The one-way analysis of variance performed on the survey results revealed that students in both the UCS and lecture group felt that the teaching session was more aligned with the clinical setting than the reading assignment given prior to the teaching session. However, the UCS group did not identify their teaching session with the clinical setting at a significantly higher rate than the lecture group.
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1824
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Author: Linda H. Warren
Publisher:
ISBN: 9781321195729
Category : Emergency nursing
Languages : en
Pages : 294
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Critical care units are environments of elevated stress and high acuity that require educated, knowledgeable and skilled practitioners. To function in such settings, nurses must be reflective, life-long learners who are ready to adjust to the rapidly changing landscape of critical care medicine. The purpose of this qualitative research study was to investigate the reported experiences of undergraduate baccalaureate nursing students' in their application of learned theory to clinical practice following a rotation in the critical care setting through Schön's (1983) theoretical framework of reflective practice and more particularly will examine reflection-on-action. Baccalaureate nursing students were questioned regarding their use of reflective practice which was categorized as metacognitive knowledge (self-knowledge), metacognitive experiences (task-knowledge) as well as metacognitive strategies (planning-knowledge). These students reported that their reflective practice was related to the transition of classroom theory to a practiced skill based understanding obtained through the development of their critical thinking skills. Students also reported the development of a holistic understanding of the professional nurse role. This examination supports changes in baccalaureate nursing curricula that could aide students in the assimilation of theoretical knowledge into clinical practice, thereby increasing experiential learning through the reflective process. Nurse educators should provide experiences that promote critical thinking skills. In addition, recommendations for research could consider what undergraduate baccalaureate nursing faculty report regarding how to promote student experiences in collaborative communication in a multi-disciplinary environment that examines faculty at public and private institutions.
Author: Charlotte Barry, PhD, RN, NCSN
Publisher: Springer Publishing Company
ISBN: 0826171796
Category : Medical
Languages : en
Pages : 225
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Book Description
Uncovers the art and science of nursing grounded in caring for all nursing situations Grounded in the belief that caring is the central domain of nursing, this innovative book presents a new approach to "nursing situations." These are case studies depicting shared lived experiences between the nurse and patient that are studied from various theoretical perspectives. They are designed to foster a nursing student's ability to care effectively for a patient, family, or group. Each case study features a compelling scenario that engages the reader to feel and fully participate in the caring experience. The book presents a variety of situations that new and experienced nurses are likely to encounter, many of which present scenarios that require caring for a patient under difficult or complex circumstances. The book addresses the need, as defined by leading health care and nursing education organizations, for the study of nursing from a contextual, story-oriented perspective. It is based on the Barry, Gordon & King Teaching/Learning Nursing Framework, developed as a guide to uncover the art and science of nursing grounded in caring in all nursing situations. Following a description of the framework's foundational concepts, the text describes how to use nursing situations to facilitate learning. The scenarios offer detailed, practical strategies for analyzing nursing situations in ways that bring to life the simple and complex practice of nursing grounded in caring. These real-life stories also help students understand the impact of health conditions on individuals and families, thereby fostering empathy. Case studies address nursing situations across a variety of populations, health concerns, and practice settings. Using multiple ways of knowing and understanding, each scenario concludes with direct and reflective questions that help students develop nursing knowledge and skills. The book serves as a core resource for nurse educators and students at all levels seeking to study the art and science of nursing grounded in caring. Additionally, the book is a resource for in-service educators in health care systems that specifically address caring as an essential value for practice. KEY FEATURES: Delivers a new approach to nursing education focusing on the context of caring between nurse and patient Presents a collection of real-life nursing scenarios designed to foster caring knowledge and skills under all circumstances Offers detailed, practical strategies for analyzing nursing situations to aid in learning the practice of nursing grounded in caring Helps students to understand the impact of health conditions on individuals and families
Author: Polly McClanahan McArthur
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 334
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The purpose of this single case study was to describe community perspectives of a service learning (SL) partnership with a single university conferring a baccalaureate nursing degree. The longevity of the partnership extended the study purpose to explain why the partnership continued and worked well. A review of nursing literature revealed descriptive accounts of programs designed to meet needs of underserved populations and student learners. However, the review also revealed a knowledge gap in nursing education science regarding the community perspectives of successful SL partnerships. This study focused on relationships with the academe partner, interactions with students and faculty, and benefits of services rendered. Using a case study approach, the investigator sought disparate sources of information including interviews with 21 community members, the primary nursing professor, and the university administrator for rural health and community partnerships. The investigator reviewed relevant documents and made observations during nine days in the community. Triangulation of multiple data sources illuminated a relationship in which key players remained committed to mutual goals beyond immediate projects. Compelling findings were the a) immersed accessibility of the primary nursing professor who lived in the community, b) competency of community members to be expert teachers and set the agenda for the university's involvement, and c) increased social connectedness that empowered a community to improve its health. The American Association of Critical Care Nurses Synergy Model (Hardin, 2009) was useful for understanding the synergistic relationship involving community partners, student learners, and nursing faculty. However, the broader themes of a community empowered through full integration into a partnership fit with social theories explaining interactions at the macro level as well as behaviors along a pathway of shared commitment. This case demonstrated that sustained interpersonal relationships were critical to developing the community's integral role as full partner, and the primary nursing professor was a trusted link advocating judiciously for all parties. As SL pedagogy is integrated into nursing education with an emphasis on community-based education and health at the population level, findings of this study can assist nurse educators in the development and maintenance of successful community-academe partnerships.
Author: Gena F. Duncan
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 120
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