Lifelong learning strategies in nursing: A systematic review

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, M; Ebadi, Abbas

doi:10.19082/5541

Cited by 59 publications

(33 citation statements)

References 50 publications

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“…referred to appropriate learning environment and collaborative learning as significant themes in the effective learning of nursing students. [ 39 ]…”

Section: Resultsmentioning

confidence: 99%

The challenges of supporting nursing students in clinical education

Jafarian_amiri

Zabihi

Qalehsari

2020

J Edu Health Promot

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Clinical education requires creating a supportive atmosphere for learners and nursing students, who need support to be prepared for their future profession. The purpose of this study is to investigate the challenges of supporting the nursing students in clinical education. This article reviewed studies conducted between 2009 and 2019 with the keywords including support, challenge, students, education, and nursing using SID, Magiran, IranMedex, Google Scholar, Elsevier, and PubMed as databases. Among the 926 articles obtained during the two review stages, which were based on the inclusion and exclusion criteria and the first one analyzed the title and the abstract and the second one analyzed the whole article, ultimately 32 articles were selected for the study. The types of articles used in this study are as follows: qualitative (16 articles), descriptive analytical and cross-sectional (12 articles), review (3 articles), and mixed-methods (1 article). The focus of all studies was on the students' clinical education environment. The participants of the studies were undergraduate nursing students (in 22 articles), graduate students (in 2 articles), nursing instructors and students (in 4 articles), and nursing instructors and managers (in 1 article). Most of the challenges of supporting the students included violence, fear, and anxiety; socio-cultural challenges, environmental-organizational stresses; and ineffective clinical education. The findings of this study showed that nursing students face many challenges in the clinical setting. Therefore, the managers of educational and health-care centers should give a high priority to their students' support programs.

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“…referred to appropriate learning environment and collaborative learning as significant themes in the effective learning of nursing students. [ 39 ]…”

Section: Resultsmentioning

confidence: 99%

The challenges of supporting nursing students in clinical education

Jafarian_amiri

Zabihi

Qalehsari

2020

J Edu Health Promot

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“…In PBL, educators are full partners in the learning process and not the major holder of knowledge [ 24 ]. Some of the related studies show that PBL can encourage students to learn better and foster the retention and lifelong learning skills that can be transferred into clinical practice and finally increases the quality of patient care [ 18 , 25 – 27 ]. PBL could help to bridge the gaps between education, practice, and knowledge development in professional schools including nursing, which is, in turn, able to prepare the learners for their future role as Registered Nurses [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

et al. 2018

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BackgroundNursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.MethodsIn this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions.Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.ResultsResults showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students’ overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028).ConclusionsIt may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1305-0) contains supplementary material, which is available to authorized users.

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“…Umumnya model PSH mengutamakan pembelajaran pengarahan kendiri dan penentuan kendiri yang mengarahkan apa yang perlu dipelajari, bagaimana dipelajari dan di mana perlu dipelajari serta memahaminya dalam memenuhi keperluan profesional (Blaschke, 2012;Qalehsari et al, 2017). Model ini menekankan peningkatan kemahiran dan pengetahuan dengan bantuan insitusi-institusi pendidikan (Allan & Lewis, 2009).…”

Section: Model Pshunclassified

Pengaruh faktor kendiri dan institusi mempengaruhi minat mengikuti program pembelajaran sepanjang hayat PPGB-JAIS-UPSI

2020

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Tujuan utama program pembelajaran sepanjang hayat (PSH) untuk meningkatkan ilmu pengetahuan, nilai, kemahiran dan kompetensi. Program PSH dilaksanakan melalui inisiatif Program Pensiswazahan Guru Besar Jabatan Agama Islam Selangor (PPGB-JAIS) yang telah bermula semenjak 2009 bagi memenuhi keperluan individu dan guna tenaga. Oleh itu, keperluan ingin mengetahui apakah faktor-faktor yang menyebabkan guru-guru JAIS berminat mengikut program ini serta dikaitkan dengan falsafah dan lonjakan ketiga ke arah menghayati PSH. Tujuan utama kajian ini ialah mengenal pasti faktor kendiri dan institusi mempengaruhi minat mengikuti program ini. Kajian ini dijalankan dengan menggunakan pendekatan kuantitatif iaitu menggunakan reka bentuk deskriptif tinjauan kepada 160 orang pelajar PPGB-JAIS melalui web survey. Teknik persampelan bertujuan digunakan dalam menentukan sampel. Statistik deskriptif dan inferensi digunakan bagi menjawab tujuan kajian. Hanya 99 orang responden sahaja menjawab soal selidik tersebut. Data dianalisis menggunakan perisian SPSS dan SmartPLS bagi menentusahkan dan kebolehpercayaan faktor-faktor mempengaruhi minat mengikuti PPGB-JAIS. Hasil kajian menunjukkan faktor kendiri dan institusi menyumbang sebanyak 43 peratus mempengaruhi minat mengikuti program ini. Faktor kendiri telah menyumbang 29 peratus manakala faktor institusi menyumbang 14 peratus terhadap minat mengikut program ini. Kesimpulan kajian ini dapat membuka pandangan baharu tentang faktor kendiri dan institusi memberikan kesan terhadap minat pelajar mengikut program PSH. Hal ini menunjukkan bahawa kedua-dua faktor perlu diambil kira dalam menyediakan program PSH. Kajian mencadangkan agar pihak penyedia PSH perlu mengambil kira kedua-dua faktor ini untuk menggalakkan mereka mengikut program tersebut.

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Lifelong learning strategies in nursing: A systematic review

Cited by 59 publications

References 50 publications

The challenges of supporting nursing students in clinical education

The challenges of supporting nursing students in clinical education

Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?

Pengaruh faktor kendiri dan institusi mempengaruhi minat mengikuti program pembelajaran sepanjang hayat PPGB-JAIS-UPSI

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