Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course

Martyn, Julie; Terwijn, Ruth; Kek, Megan Yih Chyn A.; Huijser, Henk

doi:10.1016/j.nedt.2013.04.023

Cited by 87 publications

(59 citation statements)

References 29 publications

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“…The short version of the ASSIST has been used in research on students with mixed discipline backgrounds (Heinström, 2005) and on students within fields like medicine (Feeley & Biggerstaff, 2015;Liew, 2015), nursing (Martyn, Terwijn, Kek, & Huijser, 2014), psychology (Prat-Sala & Redford, 2010 and mathematics and computer science (Bälter, Cleveland-Innes, Petterson, Scheja, & Svedin, 2013;Svedin & Bälter, 2016). Heinström (2005) reported that the short scales correlate strongly with the respective full scales (strategic scales: r =0.91; deep and surface scales: r = 0.93).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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“…[1] Capacity for critical thinking, clinical reasoning and problem solving are crucial prerequisites for providing advanced nursing practice. [2,3] Hence, to enhance nurses' preparedness for handling a complex and demanding clinical reality after graduation, it is of utmost importance that educational institutions implement teaching and learning methods that facilitate students' critical thinking and clinical reasoning. [4] Inspired by the work of Benner et al, [5] radical changes were implemented in the nursing course in the curriculum at a university in southern Norway.…”

Section: Introductionmentioning

confidence: 99%

“…[1] Further, these teacher-focused sessions might limit the students' ability to identify own learning needs. [2] It is assumed that this approach is less appropriate for developing students' critical nursing skills and preparedness for practice.…”

Section: Introductionmentioning

confidence: 99%

“…Students report that too much emphasis on theory and concepts in the nursing curriculum, at the expense of context and application to practice, might lessen their ability to apply the introduced concepts in clinical situation. [12] On the other hand, a student-centred pedagogic approach, often termed as problem based learning (PBL), challenges students to possess self-directed activities towards solving the clinical problems, [2] and to develop problem-solving abilities which are critical for providing safe and effective nursing practice. [10] CBL is described as a method of PBL where the educational message is based on a patient story, and the students are offered a venue to relate class-room learned content to performance in professional practice.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Dale

2017

JNEP

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Background: Inspired by the work of Benner and colleagues at Carnegie Foundation, a new course in nursing was implemented in the first study year's curriculum in the bachelor program in nursing. The new nursing course included a shift from a lecture-only classroom based approach to a problem-based and case-based approach. Reflections and discussions in groups with fellow students and supervisors was the main activity. The aim of this study was to examine how the students experienced the new nursing course. Methods: The survey study was conducted at a university in southern Norwegian. The sample consisted of students in two subsequent classes (n = 126 and n = 118), who had followed the new study plan in the first study year and the traditional study plan in the second study year. An electronic survey, including questions concerning the extent, quality and usefulness of the study plans were examined. Results: The students were, in general, satisfied with the new nursing course regarding the content and quality. The teachers' presence and ability to engage, challenge and facilitate reflection seemed to be decisive. Reflecting and discussing real-life patient cases in groups with fellow students and a supervisor was stimulating, motivating and useful for learning professional nursing. Conclusions: A problem based, case-based pedagogy might increase the students' preparedness for solving patient problems that they encounter in clinical settings. Cooperation and reflection in small groups with fellow students and the supervisor enhance nursing students' clinical reasoning skills, and might contribute to reduce the gap between theory and practice.

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“…One of the active ways of learning is problem-based learning. This is an innovative educational method [6,7] which encourages critical thinking and group interaction and represents an advantage compared to traditional ways of teaching, because it integrates problemsolving strategies [8]. Characteristics of problem-based learning are student-centered learning, learning in smaller groups and acquiring new information with self-learning [9].…”

Section: Introductionmentioning

confidence: 99%

Experience of Problem‐Based Learning for Raising Quality of Nursing Study

Gönc¹,

Lorber²,

Nerat³

2017

Teaching and Learning in Nursing

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Introduction: Problem-based learning is a teaching method that encourages critical thinking, group interaction, and application of the theory into practice. Transition to active forms of learning, with integrating problem-solving strategies, will help to raise the quality of education. The aim of the study is to determine students' evaluation of problem-based learning in the study of nursing.Methods: Descriptive method and quantitative research methodology were used. Nursing students from one of the faculties in Slovenia participated in the study and structured questionnaires (Cronbach α = 0.953) were used.Results: Average values of all items regarding to the student's evaluation of problembased learning were very high (>4 out of 5). According to the results, there is no statistically significant difference in the assessment of problem-based learning between full-time and part-time students (t = -0.818, p = 0.414), but we found statistically significant differences (t = 2.377, p = 0.018) depending on whether students are employed in nursing or not. Discussion and conclusion: Problem-based learning encourages nursing students' motivation, independence, and teamwork and helps to acquire knowledge and skills necessary to function in nursing.

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Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course

Cited by 87 publications

References 29 publications

Psychometric Properties of the Short ASSISTScales

Psychometric Properties of the Short ASSISTScales

Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Experience of Problem‐Based Learning for Raising Quality of Nursing Study

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