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Chen TJ, Traynor V, Ho MH, Chang HCR, Rolls K, Pratt H, Chiu HY. Effects of simulation-based education module on delirium care in undergraduate nursing students: A quasi-experimental study. Nurse Educ Pract 2024; 74:103852. [PMID: 38101093 DOI: 10.1016/j.nepr.2023.103852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 11/02/2023] [Accepted: 11/16/2023] [Indexed: 12/17/2023]
Abstract
AIM To examine the effects of a delirium education module on undergraduate nursing students' knowledge of and perceived confidence and competence in delirium care. BACKGROUND Delirium is common in intensive care units (ICUs) and leads to poor clinical outcomes. The under recognition of delirium is a major problem in ICU medicine. Nurses, as first-line health care providers, can address this by recognizing patients who are experiencing delirium. Since undergraduate nursing students will be the future ICU nurses, it is important to deliver the knowledge regarding delirium care. However, education about assessing delirium in ICUs among undergraduate nursing students is lacking. DESIGN Quasi-experimental study. METHODS A total of 74 undergraduate students were divided into an intervention group (n=34) and a comparison group (n=40). A 2-hour simulation-based delirium education module integrated into a critical care curriculum was delivered to the intervention group only. The classroom-based intervention was administered at a medical university in northern Taiwan. Study outcomes were measured using a structured survey including (1) a 16-item delirium care knowledge quiz, (2) confidence in delirium care scale and (3) competence in delirium care scale. The survey was distributed to students before and after the module in December 2020. The Mann-Whitney U test, chi-square test and Fisher's exact test were adopted to test the differences of all variables between groups. A generalized estimating equation model was used to investigate the adjusted treatment effects. RESULTS The participants had a median age of 22 years and 81% were female. The delirium education module yielded greater knowledge (B = 3.04, 95% confidence interval = 2.20-3.88), confidence (B = 4.20, 95% confidence interval = 2.67-5.73) and competence (B = 4.82, 95% confidence interval = 3.33-6.30) in delirium care when the treatment and control groups were compared. CONCLUSIONS For undergraduate nursing students, simulation-based education module is effective in improving the knowledge of and confidence and competence in delirium care. It is recommended that this be included in critical care nursing curricula.
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Affiliation(s)
- Ting-Jhen Chen
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Victoria Traynor
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; Illawarra Health and Medical Research Institute, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Mu-Hsing Ho
- School of Nursing, Li Ka Shing Faculty of Medicine, University of Hong Kong, Pokfulam, Hong Kong
| | - Hui-Chen Rita Chang
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; School of Nursing and Midwifery, Western Sydney University, Parramatta South Campus, NSW 2150, Australia
| | - Kaye Rolls
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Helen Pratt
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Hsiao-Yean Chiu
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Nursing Department, Taipei Medical University Hospital, Taipei, Taiwan; Research Center of Sleep Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan; Department of Psychiatry and Sleep Center, Taipei Medical University Hospital, Taipei, Taiwan.
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Xu Y, Lau Y, Cheng LJ, Lau ST. Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. NURSE EDUCATION TODAY 2021; 107:105139. [PMID: 34563963 DOI: 10.1016/j.nedt.2021.105139] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2021] [Revised: 08/25/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND To meet the evolving needs of today's nursing students and the demand for 21st century skills in modern healthcare, game-based learning has received increasing attention. It can improve learning outcomes, while enhancing learning experiences by promoting engagement and motivation. OBJECTIVE To explore the learning experiences of using game-based education in nursing students. DATA SOURCES Electronic databases of PubMed, EMBASE, Cochrane Library, CINAHL (EBSCOhost), and Scopus were searched from inception till January 2021. REVIEW METHODS Quantitative, qualitative, and mixed-methods studies were included, involving the use of games for education among nursing students. Both published and unpublished studies in English language without restrictions to the year of publication. Methodological quality of included studies was assessed using the mixed methods appraisal tool. Data synthesis used a convergent synthesis approach. Narrative synthesis was used for quantitative findings and thematic synthesis for qualitative findings. A result-based convergent synthesis was adopted to integrate both results. RESULTS A total of 53 studies were included among 4612 nursing students across 16 countries. These included 32 quantitative studies, 7 qualitative studies, and 14 mixed-methods studies, with methodological quality ranging from low to high. The findings from this review demonstrate that game-based education interventions can enhance nursing students' learning experiences. Three themes emerged from both quantitative and qualitative syntheses: 1) motivators of learning, 2) facilitators of engagement, and 3) affective response. CONCLUSIONS Game-based education is promising in promoting positive learning experiences among nursing students. This can better inform educators and healthcare leaders when considering gaming as an alternative education approach in motivating and engaging students in learning. Future research should provide greater focus on examining the use of specific games under similar contexts.
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Affiliation(s)
- Yaqi Xu
- Ward 10A, Department of Nursing, Tan Tock Seng Hospital, National Healthcare Group, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Ling Jie Cheng
- Health Systems and Behavioural Sciences Domain, Saw Swee Hock School of Public Health, National University of Singapore, Singapore.
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Abstract
BACKGROUND Minimal information exists about the educational environment that will foster learning and engage Generation Z students. PURPOSE The purposes of this study were to identify the teaching methods that Generation Z nursing students preferred and felt were the most engaging and effective for learning and to determine their engagement level in the classroom setting. METHODS This study employed a descriptive, cross-sectional design. RESULTS Lecture with audience response clickers was the most preferred/most engaging and effective method for helping Generation Z nursing students learn, whereas assigned reading was the least preferred method. Students preferred a traditional classroom model instead of a flipped classroom. Acquiring skills was the dimension of engagement rated the highest by this group of students. CONCLUSIONS Innovative lectures that incorporate applicable visual images and audience involvement combined with simulation, videos, and case studies may encompass a teaching formula that will engage and foster learning for Generation Z students.
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Cowen KJ, Hubbard LJ, Hancock DC. Expectations and experiences of nursing students in clinical courses: A descriptive study. NURSE EDUCATION TODAY 2018; 67:15-20. [PMID: 29727825 DOI: 10.1016/j.nedt.2018.04.024] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Revised: 03/28/2018] [Accepted: 04/20/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Students entering nursing programs have expectations for what they will encounter in the clinical setting. OBJECTIVES Nursing student excitement about beginning clinical, expectations for learning, anticipated time to prepare for each clinical day, and learning styles were examined. DESIGN Descriptive study. SETTING Baccalaureate nursing program in a public university in the Southeastern United States. PARTICIPANTS Students enrolled in their first clinical nursing courses. METHODS Students responded to a survey at the beginning of their junior year (n = 96) and to a follow-up survey at the end of that academic year (n = 72). The initial survey asked what they were most excited about for junior year clinical experiences, what they expected to learn, the best way to learn skills and new content, and how long they expected to spend preparing for the clinical experience. The follow-up survey asked students what they were most excited about related to the upcoming senior year clinical experiences, what they thought were the important things they learned during their junior year that would help them practice as a registered nurse, and how long, on average, they spent preparing for clinical experiences. RESULTS Initially, students were excited about experience/practice/observation and they expected to learn nursing skills and procedures. They expected to learn how to communicate effectively with patients and families. These same categories were dominant at follow-up. Learning styles for a new skill or new content varied among the students. Expectations for time in clinical preparation and time actually spent in this activity differed. CONCLUSIONS Students were excited and expected to learn predominantly nursing skills through hands-on experiences and active communication with patients. They have a variety of learning styles. Faculty must embrace expectations and learning styles of students and provide a variety of learning opportunities. Also, faculty should dispel unrealistic ideas about clinical experiences.
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Affiliation(s)
- Kay J Cowen
- School of Nursing, University of North Carolina at Greensboro, Greensboro, N.C., P.O. Box 26170, Greensboro, NC 27402-6170, United States.
| | - Lori J Hubbard
- School of Nursing, University of North Carolina at Greensboro, Greensboro, N.C., P.O. Box 26170, Greensboro, NC 27402-6170, United States.
| | - Debbie Croome Hancock
- School of Nursing, University of North Carolina at Greensboro, Greensboro, N.C., P.O. Box 26170, Greensboro, NC 27402-6170, United States.
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Traditional and Accelerated Baccalaureate Nursing Students' Self-Efficacy for Interprofessional Learning. Nurs Educ Perspect 2018; 38:23-28. [PMID: 29194239 DOI: 10.1097/01.nep.0000000000000101] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The aim of the study was to examine self-efficacy among traditional and accelerated nursing students with regard to interprofessional learning. BACKGROUND The World Health Organization and other organizations recognize the need for interprofessional education to prepare health care providers for collaborative practice. Graduates of baccalaureate nursing programs require competence in interprofessional collaboration and communication. METHOD Traditional (n = 239) and accelerated (n = 114) nursing students' self-efficacy was measured utilizing Mann et al.'s Self-Efficacy for Interprofessional Experiential Learning Scale. RESULTS Accelerated students averaged significantly higher than traditional students on the interprofessional team evaluation and feedback subscale (p = .006) and overall self-efficacy (p = .041). CONCLUSION Awareness of possible differences between traditional and accelerated nursing students with regard to self-efficacy may help faculty develop effective interprofessional learning experiences for students in each cohort. Although results cannot be generalized, findings from this study provide evidence to guide the selection of learning strategies.
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Ramjan LM, Maneze D, Everett B, Glew P, Trajkovski S, Lynch J, Salamonson Y. Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study. Nurse Educ Pract 2018; 28:302-309. [DOI: 10.1016/j.nepr.2017.12.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2017] [Revised: 12/03/2017] [Accepted: 12/04/2017] [Indexed: 11/30/2022]
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Gonzales LK, Glaser D, Howland L, Clark MJ, Hutchins S, Macauley K, Close JF, Leveque NL, Failla KR, Brooks R, Ward J. Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study. NURSE EDUCATION TODAY 2017; 48:55-61. [PMID: 27710825 DOI: 10.1016/j.nedt.2016.09.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Revised: 09/08/2016] [Accepted: 09/21/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . OBJECTIVES Study objective was to describe graduate entry nursing students' learning styles. DESIGN/SETTING/PARTICIPANTS/METHODS A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. RESULTS Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ2(896)=1110.25, p<0.001, CFI=0.779, TLI=0.766, WRMR=1.14, and RMSEA =0.034. CONCLUSIONS Predominant learning styles described students as being concrete thinkers oriented toward facts (sensing); preferring pictures, diagrams, flow charts, demonstrations (visual); being linear thinkers (sequencing); and enjoying working in groups and trying things out (active),. The predominant learning styles suggest educators teach concepts through simulation, discussion, and application of knowledge. Multiple studies, including this one, provided similar psychometric results. Similar reliability and validity results for the ILS have been noted in previous studies and therefore provide sufficient evidence to use the ILS with graduate entry nursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results.
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Affiliation(s)
| | - Dale Glaser
- Glaser Consulting, 3115 4(th) Avenue, San Diego, CA 92103.
| | - Lois Howland
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Mary Jo Clark
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Susie Hutchins
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Karen Macauley
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | | | | | | | - Raelene Brooks
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Jillian Ward
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
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Brandt CL, Boellaard MR, Wilberding KM. Accelerated Second-Degree Bachelor of Science in Nursing Graduates' Transition to Professional Practice. J Contin Educ Nurs 2017; 48:14-19. [DOI: 10.3928/00220124-20170110-05] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2016] [Accepted: 09/02/2016] [Indexed: 11/20/2022]
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Hampton D, Pearce PF, Moser DK. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program. J Prof Nurs 2016; 33:27-37. [PMID: 28131145 DOI: 10.1016/j.profnurs.2016.08.004] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2015] [Indexed: 10/21/2022]
Abstract
Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (P<.0167) than millennial students. Millennial students also had a greater preference for simulation than did Baby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (P<.0167) than did Baby Boomer and Generation X students. In conclusion, the results of this study demonstrate that there are distinct student preferences and generational differences in preferred teaching/learning methods for on-line students. Faculty need to incorporate various teaching methodologies within on-line courses to include both synchronous and asynchronous activities and interactive and passive methodologies.
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Affiliation(s)
- Debra Hampton
- Academic Coordinator, Population and Organizational Systems and MSN to DNP Programs and Assistant Professor at the University of Kentucky College of Nursing, KY..
| | - Patricia F Pearce
- Interim Director, School of Nursing and Associate Professor, Loyola University New Orleans, LA
| | - Debra K Moser
- Director of the Office for Faculty Collaboration and Scholarship and Professor and Linda C. Gill Chair of Cardiovascular Nursing, University of Kentucky, KY
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Walker S, Rossi D, Anastasi J, Gray-Ganter G, Tennent R. Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review. NURSE EDUCATION TODAY 2016; 43:40-48. [PMID: 27286943 DOI: 10.1016/j.nedt.2016.04.011] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2015] [Revised: 03/28/2016] [Accepted: 04/19/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES In Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey. DESIGN Integrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review. DATA SOURCES Pubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers. REVIEW METHODS 49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques. RESULTS This integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey. CONCLUSION The findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey.
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Affiliation(s)
- Sandra Walker
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Dolene Rossi
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Jennifer Anastasi
- School of Health, Faculty of Engineering, Health, Science & the Environment, Charles Darwin University, Darwin, Northern Territory, 0909, Australia.
| | - Gillian Gray-Ganter
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Rebeka Tennent
- Research School of Social Sciences, The Australian National University, Canberra, ACT 0200, Australia.
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Brannan JD, White A, Long J. Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom. Int J Nurs Educ Scholarsh 2016; 13:/j/ijnes.2016.13.issue-1/ijnes-2015-0052/ijnes-2015-0052.xml. [DOI: 10.1515/ijnes-2015-0052] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2015] [Accepted: 08/09/2016] [Indexed: 11/15/2022]
Abstract
AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.
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Affiliation(s)
- Jane D. Brannan
- 1Department of Nursing, Kennesaw State University, 520 Parliament Garden Way, Kennesaw, GA 30144, United States of America
| | - Anne White
- 1Department of Nursing, Kennesaw State University, 520 Parliament Garden Way, Kennesaw, GA 30144, United States of America
| | - Janice Long
- 1Department of Nursing, Kennesaw State University, 520 Parliament Garden Way, Kennesaw, GA 30144, United States of America
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Hallin K. Nursing students at a university - a study about learning style preferences. NURSE EDUCATION TODAY 2014; 34:1443-1449. [PMID: 24801747 DOI: 10.1016/j.nedt.2014.04.001] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2013] [Revised: 03/27/2014] [Accepted: 04/03/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. OBJECTIVES The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. DESIGN A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. RESULTS The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. CONCLUSIONS The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students.
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Affiliation(s)
- Karin Hallin
- Department of Nursing Science, Mid Sweden University, Östersund, Sweden.
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Adversity quotients, environmental variables and career adaptability in student nurses. JOURNAL OF VOCATIONAL BEHAVIOR 2014. [DOI: 10.1016/j.jvb.2014.07.006] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Spiers JA, Williams B, Gibson B, Kabotoff W, McIlwraith D, Sculley A, Richard E. Graduate nurses' learning trajectories and experiences of problem based learning: a focused ethnography study. Int J Nurs Stud 2014; 51:1462-71. [PMID: 24690266 DOI: 10.1016/j.ijnurstu.2014.03.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2013] [Revised: 12/06/2013] [Accepted: 03/05/2014] [Indexed: 11/16/2022]
Abstract
BACKGROUND Problem-based learning seeks to foster active, collaborative and self directed learning. It is increasingly utilized in health professional education; however, it is difficult to ascertain effectiveness. Empirically, student satisfaction does not match academic achievement but the reasons for this are unclear. OBJECTIVE To explore the experience trajectories and satisfaction of graduates who had completed an undergraduate problem-based learning nursing program. DESIGN AND METHODS Qualitative focused ethnography using individual and group semi-structured interviews. Categories and themes were identified using inductive constant comparison. A comparative matrix analysis of differing levels of the two core processes illuminated specific experience profiles. PARTICIPANTS AND SETTING Forty five program graduates who had graduated between one and nine years previously from a Western Canadian program offered at four academic sites. The sample was mostly female (n=37), aged 26-30 years (n=23) and graduated 5-8 years previously (n=20). RESULTS Levels of satisfaction with the program varied markedly. Two core processes contributed to this: "understanding" and "valuing" problem-based learning. Specific experience profiles included: "Happy as fish in water" which represents those who understood and valued the approach, and flourished; "I'll do it but I won't like it" reflects those who understood and could adjust to the academic context but did not particularly value it; "I just want to be a nurse" characterized those who consistently disliked and resisted the process but endured in order to graduate. Each profile was characterized by attitudes, intentions, learning preferences and program satisfaction. CONCLUSIONS We theorize an underlying mechanism explaining these diverse levels of satisfaction are differing orientations to studying. This approach to understanding how students typically approach learning is strongly linked to perceptions of academic quality and program satisfaction in higher education research, although it has been neglected in nursing problem-based learning research. Orientations to studying include reproductive surface learning, deep learning for understanding and meaning, and strategic approaches to maximize desired objectives. These orientations are congruent with the descriptive typologies developed in this research. This provides an effective explanation as to why some students adapt easily and flourish in problem-based learning contexts, while others continually struggle to adapt. Further research is needed to determine the relationship between deep, surface, and strategic orientations to study and student satisfaction in nursing programs.
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Affiliation(s)
- J A Spiers
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
| | - B Williams
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - B Gibson
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - W Kabotoff
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - D McIlwraith
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - A Sculley
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - E Richard
- Department of Nursing Education and Health Studies, Grande Prairie Regional College, Alberta, Canada
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Everett B, Salamonson Y, Trajkovski S, Fernandez R. Demographic and academic-related differences between standard-entry and graduate-entry nursing students: a prospective correlational survey. NURSE EDUCATION TODAY 2013; 33:709-713. [PMID: 23582430 DOI: 10.1016/j.nedt.2013.03.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2012] [Revised: 03/10/2013] [Accepted: 03/15/2013] [Indexed: 05/28/2023]
Abstract
BACKGROUND Students who enroll in graduate-entry nursing programs are described as more highly motivated, scoring higher in most learning strategies, and achieving greater academic success than standard-entry nursing students. DESIGN A prospective correlational design was used to compare the demographic and academic-related characteristics of standard-entry and graduate-entry nursing students in their first year of study. METHODS Between 2007 and 2011, students enrolled in the Bachelor of Nursing, Standard Entry and the Bachelor Nursing, Graduate Entry at a large Australian university were surveyed in the first year of their program. Data included English-language usage and time spent in paid work, as well as four dimensions of Pintrich's Motivated Strategies for Learning Questionnaire. Survey data was linked to students' academic grades at the end of the semester. RESULTS A total of 730 students completed the survey and consented to collection of their academic grades. Graduate-entry students were more likely to be older (28.6 vs. 24.3 years, P < 0.001), and there was a higher percentage of males (25.2% vs. 15.9%, P = 0.003). Although no difference was identified between groups for use of Extrinsic Goal Orientation as a learning strategy, the graduate-entry students were more likely to identify Peer Learning, Help Seeking and Critical Thinking as strategies for learning than the standard-entry students (P < 0.001). Further, while this group of students achieved a higher mean GPA (4.8 vs. 4.0, P < 0.001) compared to the standard-entry students, regression analyses revealed that in both groups, lower levels of English-language proficiency and increased time spent in paid work were predictors of poorer academic performance. CONCLUSIONS Similar to US-based studies, demographic and academic-related differences were identified between standard-entry and graduate-entry nursing students. However, the study also highlights lower levels of English-language proficiency and increased time spent in paid work negatively impacted academic performance in both groups of nursing students.
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Affiliation(s)
- Bronwyn Everett
- University of Western Sydney, School of Nursing and Midwifery, Family and Community Health Research Group (FaCH), Locked Bag 1797, Penrith NSW 2751, Australia.
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Hall WA. Consumerism and consumer complexity: implications for university teaching and teaching evaluation. NURSE EDUCATION TODAY 2013; 33:720-723. [PMID: 23582877 DOI: 10.1016/j.nedt.2013.03.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2012] [Revised: 01/24/2013] [Accepted: 03/07/2013] [Indexed: 06/02/2023]
Abstract
A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching.
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Affiliation(s)
- Wendy A Hall
- School of Nursing, and Associate Dean, Faculty of Graduate Studies, University of British Columbia, T. 201 2211 Wesbrook Mall, Vancouver, BC Canada V6T 2B5.
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The differing learning styles and preferences of baccalaureate and accelerated nursing students pursuing higher degrees. J Prof Nurs 2012; 28:263-4. [PMID: 23006647 DOI: 10.1016/j.profnurs.2012.04.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2011] [Indexed: 11/21/2022]
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