Midwifery practice in the university context: Perspectives of postgraduate students on the effectiveness of case-based learning in preparation for the workplace

Gray, Michelle; Aspland, Tania

doi:10.1016/j.teln.2010.07.003

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…Other educational approaches include patient‐centred small group models requiring students to learn how to locate new information, work cooperatively with others and find solutions to practical problems; skills essential for evidence‐based practice (Visconti ). Such approaches allow the learner to develop skills related to decreasing the practice‐theory gap, problem‐solving, promoting autonomous learning and can increase motivation for learning (Gray & Aspland ). A review of case‐based learning (CBL) concluded that students and teachers are positive about the experience and learning appears to be fostered in small groups (Thistlethwaite et al .…”

Section: Discussionmentioning

confidence: 99%

The quest of pain education leaders in Canada and the United States: a qualitative study

Carr

Watt‐Watson

McGillion

et al. 2016

Journal of Advanced Nursing

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Educational approaches for health professionals usually focus on the importance of knowledge, skills and attitudes to be competent in pain care. To inspire and educate young health professionals about pain management we suggest the development of future pain leaders may require a different approach that recognizes personal stories of pain, includes a local pain champion and incorporates a model of mentorship.

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Section: Discussionmentioning

confidence: 99%

The quest of pain education leaders in Canada and the United States: a qualitative study

Carr

Watt‐Watson

McGillion

et al. 2016

Journal of Advanced Nursing

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“…Case‐based small group learning is a teaching‐learning strategy that is known to improve the effectiveness of education by stimulating learner participation in learning activities, rather than relying on one‐way communication from educational providers (Gray & Aspland, ). In addition, case‐based learning has the advantage of using experiences that can be applied in real life while also demonstrating the learning contents (Yalçınkaya, Taştan‐Kırık, Boz, & Yıldıran, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of an educational program on disaster nursing competency

Huh

Kang

2018

Public Health Nursing

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Objective: The purpose of this study was to examine the effects of an educational program on disaster nursing competency among Korean nursing students. Design and Sample:A quasi-experimental design with a nonequivalent control group was used. We randomly assigned 60 junior nursing students from two nursing colleges in Korea to an experimental group (n = 30) and a control group (n = 30). Measures:A disaster educational program for nursing students was developed based on the International Council of Nurses framework of disaster nursing competencies.The program sought to teach nursing activities by stage of disaster (i.e., prevention/ mitigation, preparedness, response, and recovery/rehabilitation). Disaster nursing knowledge, disaster triage, and disaster readiness were measured as dependent variables.Results: Compared with the control group, the experimental group showed a significant increase in disaster nursing knowledge (t = 14.37, p < 0.001), disaster triage (t = 7.90, p = 0.002), and disaster readiness (t = 10.82, p < 0.001). Conclusion:The disaster educational program developed in this study was effective in increasing disaster nursing competency among nursing students and is therefore a useful intervention strategy for nursing students. K E Y W O R D S competency-based education, disaster nursing, Korea, nursing students, triage How to cite this article: Huh S-S, Kang H-Y. Effects of an educational program on disaster nursing competency. Public

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“…This idea stems from the findings that the perception of learning experience being positive or negative depends largely on the working environment, 19 and junior doctors are more willing to engage in this environment if they have some input in shaping and tailoring it to their needs. 20 The ultimate aim is to allow junior trainees to have an open forum where they can discuss subjective barriers to learning, suggest changes, and use existing evidence in medical education to work with their senior colleagues to improve learning opportunities.…”

Section: Proposed Interventions To Improve Junior Doctors’ Learning Ementioning

confidence: 99%

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

Phan¹,

Patel²,

Bhavsar³

et al. 2016

AMEP

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Junior doctors go through a challenging transition upon qualification; this repeats every time they start a rotation in a new department. Foundation level doctors (first 2 years postqualification) in neurosurgery are often new to the specialty and face various challenges that may result in significant workplace dissatisfaction. The neurosurgical environment is a clinically demanding area with a high volume of unwell patients and frequent emergencies – this poses various barriers to learning in the workplace for junior doctors. We identify a number of key barriers and review ideas that can be trialed in the department to overcome them. Through an evaluation of current suggestions in the literature, we propose that learning opportunities need to be made explicit to junior doctors in order to encourage them to participate as a member of the team. We consider ideas for adjustments to the induction program and the postgraduate medical curriculum to shift the focus from medical knowledge to improving confidence and clinical skills in newly qualified doctors. Despite being a powerful window for opportunistic learning, the daily ward round is unfortunately not maximized and needs to be more learner focused while maintaining efficiency and time consumption. Finally, we put forward the idea of an open forum where trainees can talk about their learning experiences, identify subjective barriers, and suggest solutions to senior doctors. This would be achieved through departmental faculty development. These interventions are presented within the context of the neurosurgical ward; however, they are transferable and can be adapted in other specialties and departments.

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Midwifery practice in the university context: Perspectives of postgraduate students on the effectiveness of case-based learning in preparation for the workplace

Cited by 13 publications

References 5 publications

The quest of pain education leaders in Canada and the United States: a qualitative study

The quest of pain education leaders in Canada and the United States: a qualitative study

Effects of an educational program on disaster nursing competency

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

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