Pedagogy and Academic Success in Prelicensure Nursing Education

Murray, Teri A.

doi:10.1016/j.profnurs.2016.02.001

Cited by 12 publications

(10 citation statements)

References 24 publications

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“…Active learning could promote nursing students’ engagement, knowledge acquisition, competence and confidence (Murray, 2016). In a flipped classroom (FC), the traditional model of classroom‐based learning is reversed: the students are introduced to the learning material at home, and during classroom time, they complete assignments (Bishop & Verleger, 2013).…”

Section: Introductionmentioning

confidence: 99%

Studying physiology within a flipped classroom: The importance of on‐campus activities for nursing students’ experiences of mastery

Bingen

Steindal

Krumsvik

et al. 2020

Journal of Clinical Nursing

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Aims and objectives:To explore the on-campus activities of the flipped classroom and their role in nursing students' experiences of mastering physiology.Background: A nurse must be confident in their knowledge of physiology to feel confident as a nurse. However, many nursing students do not believe in their ability to master physiology. The flipped classroom design could facilitate active learning and promote students' confidence and competence in physiology. Design: A design-based research design was employed. Methods: Twenty-three nursing students enrolled in an anatomy and physiology course participated in two focus group interviews and wrote two individual reflective notes. The data were analysed by means of systematic text condensation and activity theory. Reporting was guided by the Consolidated Criteria for Reporting Qualitative Studies (COREQ). Results: The study findings underscore the importance of careful design of oncampus activities within the flipped classroom to support students' experiences of mastery in physiology. Four themes were identified: (a) preparation which builds a foundation for learning; (b) the use of digital tools; (c) learning through dialogue with peers; and (d) experience of the expected learning outcomes.Conclusions: On-campus learning activities within a flipped classroom design could support students' experiences of confidence in and mastery of physiology. However, the study participants found learner-centred activities challenging and described feeling doubtful of their ability to master physiology. A didactic framework could take into account the circumstance that students perceive educational technology differently. When designing on-campus activities, emphasis should be placed on collaboration rather than competition to help students develop confidence in their knowledge of physiology.

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Section: Introductionmentioning

confidence: 99%

Studying physiology within a flipped classroom: The importance of on‐campus activities for nursing students’ experiences of mastery

Bingen

Steindal

Krumsvik

et al. 2020

Journal of Clinical Nursing

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“…As such, many aspects of society and professions are changing. To respond to these changes and create inclusive environments, it is imperative to examine professional practices (Murray, 2016). The profession of nursing does not reflect the racial, ethnic, and religious diversity of the populations that nurses serve.…”

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confidence: 99%

Inclusive Clinical Practice and Policy for Muslim Nursing Students

2019

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Purpose: Increasing diversity in nursing offers opportunities and challenges. This article addresses considerations for clinical and educational policies when working with Muslim nursing students and suggests changes to facilitate inclusive environments. Approach: This article describes the twofold response of a school of nursing where Muslim nursing students encountered potential limitations in clinical experiences. Faculty conducted a review of literature and examined policies to determine barriers to inclusivity for Muslim nursing students in clinical practice. Outcomes: Few research articles exist to guide construction of inclusive practices. The review of policies for the school of nursing and clinical agencies revealed problematic language and wording that could lead to exclusive practices. Clinical Relevance: For the nursing profession to embrace diversity, faculty must be aware of the discrimination and general lack of knowledge toward Muslim nurses/students in the United States and reasonable accommodation for cultural and religious beliefs.

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“…7 Students' success in the nursing program is correlated to their level of engagement in academic learning. 8 Nursing educators argue that online learning facilitates students' engagement as it is able to link theory and practice in nursing courses. 9 Studies have shown that when technology is used in an effective way, it will enable students and faculty to have better engagement and collaboration.…”

Section: Introductionmentioning

confidence: 99%

Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID‐19 pandemic

Natarajan

Joseph

2021

Nursing Forum

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Background: The COVID-19 pandemic interrupted face-to-face education and forced universities into an emergency remote teaching curriculum. Studies show that students' engagement, social presence, and satisfaction are critical factors for optimal online teaching.Purpose: Therefore, in this study, we sought to understand how the sudden transition to emergency remote teaching impacted nursing students' engagement and social presence, as well as how it affected their satisfaction with online courses in a middle-eastern public university.Methods: A cross-sectional descriptive correlative research design was adopted in this study. Data were collected through three questionnaires measuring students' engagement, social presence, and satisfaction with emergency remote teaching compared to the traditional approach from a sample of 177 nursing students.Results: Results indicate that students had a high level of engagement but low social presence and low satisfaction level with emergency remote teaching. Additionally, both engagement and social presence were positively associated with satisfaction. Conclusion:Our findings support the importance of engaging students and integrating social presence strategies into online courses to enhance nursing students' satisfaction.

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Pedagogy and Academic Success in Prelicensure Nursing Education

Cited by 12 publications

References 24 publications

Studying physiology within a flipped classroom: The importance of on‐campus activities for nursing students’ experiences of mastery

Studying physiology within a flipped classroom: The importance of on‐campus activities for nursing students’ experiences of mastery

Inclusive Clinical Practice and Policy for Muslim Nursing Students

Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID‐19 pandemic

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