The Intervention Of Active Learning Strategies To Increase Nursing Student Self Directed Learning
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| Author | : Jannelle L. Patterson |
| Publisher | : |
| Total Pages | : 101 |
| Release | : 2015 |
| Genre | : Active learning |
| ISBN | : |
Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?
| Author | : Eija Kimonen |
| Publisher | : Springer |
| Total Pages | : 278 |
| Release | : 2017-03-21 |
| Genre | : Education |
| ISBN | : 9463009175 |
What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture? How should teacher education support this reform process? What are the principles and practices underlying the functioning of the schools of tomorrow? These questions are examined in this unique volume. The authors in this book argue that the central function of teacher education and education in general is to respond to the challenges brought on by the twenty-first century. According to this approach, the competencies and skills needed in the future are not merely a new addition to school activities, but rather something requiring a comprehensive reform of school culture encompassing teacher education, curricula, and teaching methods. Such a fundamental process of change in the action and thinking models used by schools would be an effort to achieve a complete transformation, the result of which would be schools developing into organizations that are both creative and imbued with a strong sense of community. A central attribute is that the creation of new knowledge is not just restricted to the classroom but also takes place in out-of-school environments. This would link learning to its natural context, eventually leading to an ideal instruction that is actively problem oriented, holistic, and life centered. This reform-minded volume is divided into three parts. The first part focuses on the reform processes in teacher education, the second on the reforms of pedagogics at schools and teacher education institutions, and the third on the processes of reculturing schools. New prospects for active schools in the United States and Europe, as well as in Japan and China, are discussed.
| Author | : Hessler |
| Publisher | : Jones & Bartlett Publishers |
| Total Pages | : 306 |
| Release | : 2016-02-29 |
| Genre | : Medical |
| ISBN | : 1284101576 |
Flipping the Nursing Classroom: Where Active Learning Meets Technology focuses on the flipped learning model in the framework of nursing education.
| Author | : Jonathan Bergmann |
| Publisher | : International Society for Technology in Education |
| Total Pages | : 182 |
| Release | : 2014-07-21 |
| Genre | : Education |
| ISBN | : 1564845400 |
Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning. Building on the energy of the thousands of educators inspired by the influential book Flip Your Classroom, this installment is all about what happens next -- when a classroom is truly student-centered and teachers are free to engage with students on an individual level.
| Author | : Laura Saunders |
| Publisher | : |
| Total Pages | : 389 |
| Release | : 2020 |
| Genre | : Academic libraries |
| ISBN | : 9781946011091 |
"This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice. Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials."--Publisher's description.
| Author | : Michelle Nanoski Kaulback |
| Publisher | : |
| Total Pages | : 108 |
| Release | : 2018 |
| Genre | : Continuing education |
| ISBN | : |
Healthcare professionals consider lifelong learning to be an element of professionalism within nursing practice and baccalaureate nursing programs have embodied lifelong learning attributes within program outcomes. The federal government has also called for higher education institutions to build more points of student assessment to evidence that program outcomes are being met throughout student learning experiences (Billings & Halstead, 2016). Careful attention to how program outcomes are measured and achieved is essential for prelicensure baccalaureate nursing programs and for their accrediting bodies. This quantitative, correlational research design examined the relationships between self-directed learning abilities and lifelong learning orientation in the prelicensure baccalaureate nursing student population. Through the use of a survey, lifelong learning orientation and self-directed learning abilities among the four domains of interpersonal communication, planning and implementing, self-monitoring, and learning motivation were examined. Results indicated strong positive correlations between self-directed learning abilities and lifelong learning orientation among prelicensure baccalaureate nursing students. Through the assessment of self-directed learning abilities of baccalaureate nursing students this research informs nurse educators regarding curricular implementation of teaching and learning strategies that may foster lifelong learning to evidence program outcomes. Recommendations for nurse educators regarding the implementation of teaching and learning strategies are provided for each domain within the curriculum to meet lifelong learning program outcomes.
| Author | : Elaine Cohen |
| Publisher | : Elsevier Health Sciences |
| Total Pages | : 650 |
| Release | : 2004-08-26 |
| Genre | : Medical |
| ISBN | : 9780323027656 |
This classic resource offers complete coverage of nursing case management - from theoretical background and historical perspective to practical applications and how the field is changing to meet the challenges of today's health care environment. It focuses on the implementation of various case management models used throughout the United States and abroad. Key topics include the impact of public policy on health care; understanding the effects of health care reimbursement and its application at the patient level; throughput and capacity management; the impact of the revenue cycle; compliance and regulatory issues; and principles needed to improve case manager-client interaction. This helpful resource is designed to help nurse case managers assess their organization's readiness for case management, prepare and implement a plan to achieve necessary improvements and evaluate the plan's success. Includes numerous proven case management models currently being used in institutions across the country Organized to take the nursing case manager on a journey from the historical development of nursing case management to the successful implementation of a case management program Offers detailed guidance for planning, implementing, and evaluating a case management program Outlines the planning process with information on key topics such as analysis of the organization, the role of the organization's members, selection criteria for new case managers, case management education, credentialing, and partnerships Features guidelines for implementing a case management program with information on ethical issues, technology, compliance, and regulatory issues Addresses the evaluation component of developing and implementing a case management program by presenting information on outcomes, research, documentation, continuous quality improvement, measuring cost effectiveness, care continuum, and evidence-based practice Presents acute care and community based models of case management Highlights the evolution of collaborative models of case management, addressing key elements of joint decision-making, shared accountability, and interdisciplinary systems of care Addresses health care delivery through case management and public policy by presenting current legislative issues and their affect on both health care reimbursement and the application of care at the patient level Presents the insights, experiences, and advice of nursing administrators who have researched and successfully implemented nursing case management programs in various facilities
| Author | : Susan A. Ambrose |
| Publisher | : John Wiley & Sons |
| Total Pages | : 336 |
| Release | : 2010-04-16 |
| Genre | : Education |
| ISBN | : 0470617608 |
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
| Author | : Gregor Stiglic |
| Publisher | : BoD – Books on Demand |
| Total Pages | : 124 |
| Release | : 2017-05-17 |
| Genre | : Medical |
| ISBN | : 9535131532 |
A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.
| Author | : Karen Lynne Nabors |
| Publisher | : |
| Total Pages | : 202 |
| Release | : 2012 |
| Genre | : Electronic dissertations |
| ISBN | : |
The complex role of today's nurses warrants higher levels of critical thinking and clinical judgment skills. Critical thinking is recognized as an essential component of nursing practice by the National League for Nursing (NLN). Nursing graduates must be prepared to practice as competent healthcare professionals in a highly complex, diverse, and ever-changing environment. Critical thinking is crucial to providing safe, competent, and skillful nursing practice. Important decisions related to patient care require nurses to master critical thinking skills. Critical thinking skills can be developed with practice. Nurse educators are obligated to create learning environments that support critical thinking. Not only is it important what students learn, but equally important is how they learn. Traditional teaching methods should be transformed to improve learning experiences and facilitate lifelong learning. Teaching strategies that involve experience by "doing" and dialogue with "others" will promote more significant learning. There is a lack of evidence of consistent teaching methods among nurse educators. Nursing graduates with an associate degree outnumber those with a bachelor's degree but overall do not perform as well on the nurse licensure exam as baccalaureate graduates. The purpose of this dissertation research was to examine which teaching methods community college associate degree nurse (ADN) educators in a southern state were utilizing in the classroom to enhance student learning and develop critical thinking in nursing students enrolled in fundamentals and/or medical-surgical nursing courses. The researcher sought to answer six research questions: 1) What teaching strategies are community college associate degree nurse educators who teach fundamentals and medical-surgical nursing courses using in the classroom to enhance student learning and develop critical thinking? 2) What barriers are encountered when utilizing ALS in the nursing classroom? 3) What are the perceived benefits of utilizing ALS in the nursing classroom? 4) Is there a difference in the frequency of utilization of teaching strategies that involve experience by "doing" and experience by "observing"? 5) Is there a difference in the frequency of utilization of teaching strategies that involve dialogue with "self" and dialogue with "others"? 6) What is the perceived effectiveness of teaching strategies used by associate degree nurse educators in the classroom to enhance student learning and develop critical thinking?
