Applying Constructivism to Nursing Education in Cultural Competence

Hunter, Jennifer L.

doi:10.1177/1043659608322421

Cited by 37 publications

(27 citation statements)

References 15 publications

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“…The teacher’s role is that of an expert facilitator, to guide the students in taking an active learning role [23]. By following the steps in TBL, one facilitator was readily able to manage four small groups of students simultaneously.…”

Section: Discussionmentioning

confidence: 99%

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

et al. 2018

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BackgroundWhile Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students’ perceptions of having their usual PBL classes run in TBL format.MethodsIn 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes.ResultsFour key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity.ConclusionStudents found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.

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Section: Discussionmentioning

confidence: 99%

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

et al. 2018

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“…An opportunity to focus on the learner's ideas and questions should be provided. The instructor's role is one of expert facilitator where the student takes the active central role in learning (Hunter 2008). These environments are egalitarian, nonhierarchic and nonauthoritarian.…”

Section: Constructivist Theorymentioning

confidence: 99%

“…Epistemology is the division of philosophy that examines the nature of knowledge (Hunter 2008). In constructivist epistemology, knowledge is viewed as a process that is structured by personal experiences.…”

Section: Constructivist Theorymentioning

confidence: 99%

The educational theory basis of team-based learning

Hrynchak¹,

Batty²

2012

Medical Teacher

237

190

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“…Psychologists/psychiatrists was another identified group (n = 5) [50,52,58,78,80]. Four papers [40,41,45,80] presented results of studies conducted with postgraduate ( e.g. , residents and other trainees not considered undergraduate learners) health care professionals (Table 4).…”

Section: Resultsmentioning

confidence: 99%

Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review

et al. 2014

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BackgroundUse of theory is essential for advancing the science of knowledge translation (KT) and for increasing the likelihood that KT interventions will be successful in reducing existing research-practice gaps in health care. As a sociological theory of knowledge, social constructivist theory may be useful for informing the design and evaluation of KT interventions. As such, this scoping review explored the extent to which social constructivist theory has been applied in the KT literature for healthcare professionals.MethodsSearches were conducted in six databases: Ovid MEDLINE (1948 – May 16, 2011), Ovid EMBASE, CINAHL, ERIC, PsycInfo, and AMED. Inclusion criteria were: publications from all health professions, research methodologies, as well as conceptual and theoretical papers related to KT. To be included in the review, key words such as constructivism, social constructivism, or social constructivist theories had to be included within the title or abstract. Papers that discussed the use of social constructivist theories in the context of undergraduate learning in academic settings were excluded from the review. An analytical framework of quantitative (numerical) and thematic analysis was used to examine and combine study findings.ResultsOf the 514 articles screened, 35 papers published between 1992 and 2011 were deemed eligible and included in the review. This review indicated that use of social constructivist theory in the KT literature was limited and haphazard. The lack of justification for the use of theory continues to represent a shortcoming of the papers reviewed. Potential applications and relevance of social constructivist theory in KT in general and in the specific studies were not made explicit in most papers. For the acquisition, expression and application of knowledge in practice, there was emphasis on how the social constructivist theory supports clinicians in expressing this knowledge in their professional interactions.ConclusionsThis scoping review was the first to examine use of social constructivism in KT studies. While the links between social constructivism and KT have not been fully explored, the Knowledge to Action framework has strong constructivist underpinnings that can be used in moving forward within the broader KT enterprise.

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Applying Constructivism to Nursing Education in Cultural Competence

Cited by 37 publications

References 15 publications

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

The educational theory basis of team-based learning

Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review

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