The meaning and application of student-centered learning in nursing education: An integrative review of the literature

Berg, Eva van den; Lepp, Margret

doi:10.1016/j.nepr.2023.103622

Cited by 12 publications

(6 citation statements)

References 31 publications

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“…This among method places students in a central position while the instructor or teacher acts as a guide who directs the child (Devi Utami et al, 2020). This method is in line with the concept of student centered learning, which is an approach where the teacher is the facilitator of student learning and students are given the authority to control their own studies (Berg & Lepp, 2023). Teachers in this approach are seen as facilitators, mentors, coaches, or consultants in the teaching and learning process (Dada et al, 2022).…”

Section: Results and Discussion Ki Hajar Dewantara's Educational Phil...mentioning

confidence: 92%

Ki Hajar Dewantara's Philosophy in its Application in Senior High School Economic Learning

Musfidah,

Nursalim,

Masitoh

2024

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This journal article aims to discuss the various philosophies of Ki Hajar Dewantara. It is hoped that this can be a means of analysis to conclude which philosophies or thoughts are the basis for implementing the Independent Learning Curriculum in high school economics learning. This research uses a literature study method in the form of various materials in the form of articles, notes and various related journals. In this case, the teacher has the freedom to: (1) determine learning activities and learning tools in accordance with the learning objectives, the context of the educational unit, and the characteristics of the students and (2) determine the type, technique, form of instrument, and timing of the assessment based on the characteristics of the learning objectives.

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Section: Results and Discussion Ki Hajar Dewantara's Educational Phil...mentioning

confidence: 92%

Ki Hajar Dewantara's Philosophy in its Application in Senior High School Economic Learning

Musfidah,

Nursalim,

Masitoh

2024

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“…The student-centered teaching model is superior to the traditional teacher-centered teaching model mainly in cultivating students' problem-solving abilities, promoting cooperative learning and inductive learning [7][8][9]. It aims to open a process for students to enhance critical thinking and problem-solving skills, ultimately gaining a competitive edge [10]. Our results indicated that the student-centered teaching model in medical microbiology class effectively improved students' academic performance, study habits, autonomy and learning abilities, providing better formative assessment throughout the entire learning process.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the effectiveness of student-centered teaching model in medical microbiology education

Qian,

Xu,

Kao

et al. 2024

Preprint

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Background: The student-centered teaching model involves reforms in training mode, teaching methods, assessment systems, class roles and learning behaviors, aiming to improve the teaching quality effectively, which has become an inevitable trend for maximizing teaching efficiency. Medical microbiology is the study of the pathogenic microorganisms related to human infectious diseases, playing a crucial role in the training of medical professionals. However, there is a lack of data demonstrating the effectiveness of this teaching modelin the medical microbiology education of undergraduate medical students. This study aims to evaluate it. Methods: This study focused on undergraduate clinical medicine students at Harbin Medical University from grade 2018 to 2021. The teaching team began implementing a student-centered teaching model and incorporating online content into the class from grade 2019. The effectiveness of the teaching model was evaluated by comparing the usual scores and final exam scores of different grades under different teaching models used Pearson correlation. An anonymous questionnaire survey was conducted after the course in grade 2020 and 2021 to assess students' opinions on the student-centered teaching model. Results: The final exam scores of students from grade 2019, 2020, and 2021 using the new teaching model (85.29±0.51, 76.84±0.60, 80.88±0.55) were significantly higher than those of grade 2018 under traditional teaching model (75.83±0.55). There was a significant correlation between usual scores and final exam scores(grade 2019 r =0.3936, grade 2020 r =0.2819, grade 2021 r =0.1953, P < 0.05). Results from the questionnaire showed that 61.62% students of grade 2020 (183/297) and 65.90% students of grade 2021 (201/305) believed that the new teaching model helped integrate knowledge and understand the key contents, 60.27% (179/297) and 67.87% (207/305) of the studentsfelt it increased their desire to learn clinical professional courses, 65.66% (195/297) and 71.80% (219/305) of the studentsthought it enhanced problem analysis and solving abilities, 58.59% (174/297) and 62.30% (190/305) of studentsbelieved it stimulated their interest in studying medical microbiology. Conclusions: The student-centered teaching model significantly improved student learning efficiency in medical microbiology courses, enhanced the development of higher-order skills, and promoted students' awareness of active learning through various assessments.

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“…The ‘philosophy’ of patient centred care is central to nursing, regarded as axiomatic in codes and practice worldwide. There is also an analogous literature on student centred learning, 26 not restricted to nursing departments. NMC standards for pre-registration nursing programmes do not perhaps go quite as far as some of the literature on student centred learning.…”

Section: Patient Centred Care / Student Centred Learningmentioning

confidence: 99%

Am I my students’ nurse? Reflections on the nursing ethics of nursing education

Snelling

2023

Nurs Ethics

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Despite having worked in higher education for over twenty years, I am still, first and foremost, a practicing nurse. My employer requires me to be a nurse and my regulator regards what I do as nursing. My practice is regulated by the Code and informed by nursing ethics. If I am nurse, practicing nursing, does that mean that my students are my patients? This paper considers how the relationship that I have with my students can be informed by the ethics of the nurse/patient relationship. After some initial theoretical preparation concerning argument from analogy, the paper identifies some areas for comparison between the two relationships. Areas of similarity and difference identify two areas of concern: Nurse education and educators regularly engage in coercion and surveillance in an attempt to increase student success, both of which would be considered outside nursing ethics. It is concluded that these coercive practices are not conducive to an environment where character is cultivated. Despite current financial and workforce pressures, nurse lecturers and more especially their managers would do well to return to the professional ethics of nursing to question and guide their practice.

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The meaning and application of student-centered learning in nursing education: An integrative review of the literature

Cited by 12 publications

References 31 publications

Ki Hajar Dewantara's Philosophy in its Application in Senior High School Economic Learning

Ki Hajar Dewantara's Philosophy in its Application in Senior High School Economic Learning

Evaluation of the effectiveness of student-centered teaching model in medical microbiology education

Am I my students’ nurse? Reflections on the nursing ethics of nursing education

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