Nursing diagnosis: educational strategy based on problem-based learning

Lira, Ana Luísa Brandão de Carvalho; Lopes, Marcos Venícios de Oliveira

doi:10.1590/s0104-11692011000400012

Cited by 21 publications

(16 citation statements)

References 10 publications

(12 reference statements)

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“…The last two problems which had low CVI were revised and got scored as 0.90 and 0.95. 9 Developmental approach was used in developing PBL module in Nursing to train the faculty in PBL. Effectiveness of the training module was assessed by implementing training programme for the faculty in PBL.…”

Section: Discussionmentioning

confidence: 99%

Development of problem based learning training module in nursing education

Sathya¹,

Reddemma²

2017

Int J Res Med Sci

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Background: Problem based learning (PBL) is an innovative way of delivering instruction in which problems are used as the basis of learning. PBL method of teaching enhances the skill of Nursing students and there by improves delivery of patient care. It is a responsibility of Nurse Educators to prepare the Nursing students to face the world of reality. The study, aimed to develop and train the post graduate Nursing faculty on PBL method of teaching.Methods: In Phase I Training module in Problem Based Learning was developed through extensive review of literature, experts’ guidance and from the clinical records. In Phase II using pre-experimental one group pretest posttest design two days training on PBL was implemented.Results: PBL training module was developed and validated in the phase I of the study. Content validity index (CVI) was found to be above 0.88 in all the aspects of the module. PBL workshop conducted was found to be effective in terms of improvement in the mean post-test knowledge score (13.33±1.69) compared to the mean pre-test knowledge score (9.33±4.10) though it was not statistically significant. All three-faculty had satisfactory mean score of above 3 in all the areas.Conclusions: Faculty expressed their satisfaction and gave positive feedback on the effectiveness of PBL module in terms of its content, course delivery and the practical session.

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Section: Discussionmentioning

confidence: 99%

Development of problem based learning training module in nursing education

Sathya¹,

Reddemma²

2017

Int J Res Med Sci

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“…In the biological sciences, however, this teaching approach has been restricted mostly to graduate-level and professional-level education (Husain, 2011;Imans & Wilkerson 2011;Klegeris & Hurren, 2011;Lira & Lopes, 2011;Okubo et al, 2012). Such an active learning strategy adds to students' abilities, including, for example, the ability to apply the process of science and use quantitative reasoning.…”

Section: A Critical Time For Stem Education In After-school Timementioning

confidence: 99%

Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention

Leas

Nelson

Grandgenett

et al. 2017

JYD

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In this qualitative study, we assessed the impact of the NE STEM 4U intervention on elementary school youth in terms of excitement, curiosity, and STEM concepts. The NE STEM 4U intervention incorporates a problem-based learning theoretical framework in an after-school time, weekly or twice-weekly intervention. We assessed student performance over two academic years of participation in the intervention using the Dimensions of Success observational tool. Ultimately, we link this mentor-led program with increases in curiosity, inquiry, and STEM concept gains. Taken together, these findings support after-school interventions in STEM areas as key encouraging excitement in youth and motivation to pursue a career in a STEM content area.

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“…To faculty is a difficult task associate nursing theory to nursing process with the use of innovative strategies or educational technology, probably because of the complexity of the task and the requirements of the learner. For example, researches highlight the overall challenges in learning and teaching the nursing diagnostic process (Amante, Anders, Meirelles, Padilha, & Kletemberg, ; de Sousa, de Oliveira Lopes, Keenan, & Lopez, ; Lira & Lopes, ). Problems result from a lack of critical and reflexive thinking (Renpenning, SozWiss, Denyes, Orem, & Taylor, ), which is essential for diagnostic reasoning.…”

Section: Introductionmentioning

confidence: 99%

T‐NDX Diagram: Educational Technology Used to Teach Diagnostic Reasoning Based on Nursing Theories

Lopes

Primo

Martins³

et al. 2019

Int J of Nursing Knowl

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PURPOSE To describe an educational technology to be applied to the teaching and learning of diagnostic judgment based on nursing theories. METHODS A methodological study with 10 stages for the development of educational technology. FINDINGS An innovative educational technology is proposed to incorporate theoretical and methodological domains in a V‐shaped diagram for the diagnosis judgment. CONCLUSIONS The technology is innovative in integrating theory and method in a more comprehensive and original way, considering the philosophies and world views of students throughout the reasoning process. IMPLICATIONS FOR NURSING PRACTICE T‐NDx Diagram may be useful in enhancing the integration of philosophical and theoretical knowledge and diagnostic judgment, especially for nursing undergraduate students.

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Nursing diagnosis: educational strategy based on problem-based learning

Cited by 21 publications

References 10 publications

Development of problem based learning training module in nursing education

Development of problem based learning training module in nursing education

Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention

T‐NDX Diagram: Educational Technology Used to Teach Diagnostic Reasoning Based on Nursing Theories

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