Nurse Faculty Experiences in Problem-Based Learning: An Interpretive Phenomenologic Analysis

Paige, Jane B.; Smith, Regina O.

doi:10.1097/00024776-201307000-00005

Cited by 7 publications

(11 citation statements)

References 10 publications

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“…They learned how to work, communicate and help each other. An important feature of PBL is that collaboration (sharing information and working productively with others) between students is essential (Savery 2006) to develop strategies to resolve problems, consider alternative solutions, and justify their solutions to others (Paige and Smith 2013). By analysing video-recorded data and learning portfolios obtained from three multidisciplinary cohorts of health-education students (belonging to schools of medicine, dentistry, pharmaceutical sciences, nursing and physiotherapy), Imafuku et al (2014) demonstrated the existence of two patterns of knowledge construction: co-construction between students from different disciplines and elaborations between students from the same discipline.…”

Section: Learning Outcomes Satisfaction Of Students and Discussion mentioning

confidence: 99%

Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for master's students

Eveillard¹,

Pouliquen²,

Ruvoën³

et al. 2017

FEMS Microbiology Letters

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This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students.

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Section: Learning Outcomes Satisfaction Of Students and Discussion mentioning

confidence: 99%

Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for master's students

Eveillard¹,

Pouliquen²,

Ruvoën³

et al. 2017

FEMS Microbiology Letters

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“…Reason to make improvements with the service-learning course has enticed enrichment of the curriculum in nursing education. Offering students a choice for agency placements based upon personal intentions and academic objectives will guide students to become avid learners and promote the development of leadership roles at an early stage in the nursing program [29,30,34].…”

Section: Discussionmentioning

confidence: 99%

“…The literature supports positive outcomes outweigh the negative outcomes in service-learning [1,8,14,36]. Phenomenology is used as a common research design in nursing education [30,34]. To clearly see the outcomes of service-learning in nursing education, faculty should implement a rigorous method for evaluating the efficacy of service-learning on specific course outcomes.…”

Section: Outcomes Of Service-learningmentioning

confidence: 99%

Untitled

2017

Madridge J Nurs

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The identification of effective instructional strategies to support learning is crucial for students and beneficial for educators with the aim of instilling critical thinking and developing culturally competent learners. The lack of critical thinking among beginning practitioners has resulted in the need to ensure cultural competency and self-efficacy among learners. Providing students with learning opportunities that enhance knowledge and practical application is important in the nursing profession. Service-learning is one method of instructional pedagogy used to bridge the theory to practice gap in education. An early understanding of cultural diversity will help to prepare learners to grow in confidence and become culturally competent in their nursing career. Strategies leading to the development of critical thinking and cultural competence is important in the development of student success. Problem-based learning and reflective writing are two examples of how students learn to apply theory to practical situations and events in the community. A recent phenomenological research study explored nursing student experiences of service-learning and the transformation of knowledge. Two categories of learners evolved each with unique characteristics. After an in-depth heuristic analysis, four themes unfolded signifying the influence of service learning in nursing education. Implications for the study focus on curricular alignment, assessment of agency selection, evaluation of student learning, and opportunities for leadership.

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“…The use of problem-based learning in the online classroom can focus on collaboration as a property of cognitive learning. In such cooperate efforts, groups of students set up the guidelines of how the group functions, the responsibilities of each group member, the content the group wishes to master, the summative project the group submits to the instructor, and collaborative evaluation of each other at the end of the project (Paige and Smith 2013). Although a challenge to facilitate online, this process can be achieved by employing technologies like a collaborative writing tool (e.g., Google Drive), sharing resources via web-based bookmark service (e.g., EndNote or Pinterest), and social media discussions in the course or outside via Facebook, Tumblr, or Twitter. In what may seem counterintuitive advice, Rovai (2001) proposes that too much structure in an online course can weaken community, whereas some structure, particularly in the creation of small groups (fewer than ten students) actually supports the development of a strong community of inquiry and cognitive presence.…”

Section: Enhancing Cognitive Presencementioning

confidence: 99%

“…Similarly, Brown (2001) believes that students enter the next phase of community by being part of a thoughtfully involved discussion thread and that the ability to participate in small group discussions is important for group acceptance. A final strategy to enhance relationships between students is to request peer review of student work before submission (Paige and Smith 2013;Reilly et al 2012).…”

Section: Enhancing Cognitive Presencementioning

confidence: 99%