Collaborative learning among undergraduate students in community health nursing

Yang, Kyeongra; Woomer, Gail R.; Matthews, Judith T.

doi:10.1016/j.nepr.2011.07.005

Cited by 30 publications

(19 citation statements)

References 13 publications

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“…As a part of project-based learning, negotiation is required to collectively find solutions to problems. Previous research suggested that collaborative learning through projects provides a learning environment so that students can learn with and from each other 7) . We learned that most of the students learned to work successfully with other students in their group.…”

Section: Discussionmentioning

confidence: 99%

“…It is necessary for tutors to evaluate their teaching approach and, in doing so, help to provide an efficient learning environment for students to prepare them for their future professional demands and responsibilities 4,5) . Accepting responsibility, critical thinking 6) , working in teams and willingness to collaborate and engage in self-directed learning 1,7) are among the expectations and graduate attributes of students that must be addressed by academic institutions to prepare them for their future careers.…”

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confidence: 99%

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Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

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Incorporation of Project‐based Learning into an Occupational Health Course: Alireza DEHDASHTI, et al. Occupational Health Department, Faculty of Health, Research Center for Social Determinants of Health, Semnan University of Medical Sciences, Iran— Objective Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project‐based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Methodology: Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi‐structured interviews with participants. Results The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. Conclusions The study findings showed that project‐based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project‐based learning.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

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“…In health care, experts work in multiprofessional groups in which knowledge and skills can be shared. [4,5] Because of this, individual learning skills alone are not sufficient for university students to fulfil true working life competence requirements. Working as an expert they additionally need peer-support skills.…”

Section: Introductionmentioning

confidence: 99%

“…With peer-support in the context of group supervision in particular, students are all in the same situation and they need to co-operate to get their theses ready on time. [5,11] Today one outcome of the students' learning process is the ability to engage in active learning as a member of a group. [12,13] In a thesis group, interaction between peers is emphasized.…”

Section: Introductionmentioning

confidence: 99%

Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students' (n = 8) experiences of peer-support from other students during their Master's thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master's thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students' feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master's thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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“…A review of the literature resulted in few articles related to intraprofessional education, training, and sensitivity. [6][7][8][9][10] However, publication by the American Dental Association 11 (Point 1) and the American Physical Therapy Association 12 (Goal 16), specifically address intraprofessional education.…”

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confidence: 99%

Intraprofessional Sensitivity: A Must for the Academy and the Profession

Alsharif

2013

American Journal of Pharmaceutical Education

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Collaborative learning among undergraduate students in community health nursing

Cited by 30 publications

References 13 publications

Incorporation of Project‐based Learning into an Occupational Health Course

Incorporation of Project‐based Learning into an Occupational Health Course

Students experiences of peer-support during a Master’s thesis process

Intraprofessional Sensitivity: A Must for the Academy and the Profession

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