The nature of the problem: the intentional design of problems to facilitate different levels of student learning

Cooke, Marie; Donovan, Anne

doi:10.1016/s0260-6917(98)80172-x

Cited by 8 publications

(4 citation statements)

References 1 publication

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“…The student responded to the client situations presented in the learning package using a clinical reasoning process (see Cooke & Donovan 1998 regarding processing framework) that guided mindful inquiry and learning. During the process of reflecting on the therapeutic relationships outlined in the documented clinical materials for each client, the student identified three obstacles to the possibility for hope for them.…”

Section: Student's Reflective Learningmentioning

confidence: 99%

Promoting reflection in mental health nursing practice: A case illustration using problem‐based learning

Cooke

Matarasso

2005

Int J Mental Health Nurs

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Reflective practice in nursing has been shown to improve both client care and nurses role satisfaction. Students require regular and guided opportunities to learn the necessary reflective skills that underpin best practice. Problem-based learning (PBL) processes based on comprehensive learning packages developed from actual clinical cases provide a contextualized and realistic means for students to develop and hone their reflective skills for use as mental health practitioners. This paper uses a case illustration to demonstrate the usefulness of PBL as a mechanism for developing reflective practice in the mental health context. Students analysed five cases drawn from actual documented clinical materials that included nursing, medical and allied health professionals' assessments, treatment regimes, and progress notes. One student's written analysis of the five cases and an interview with the student is presented as a case illustration. The case illustrates the student's reflections on the theme of 'hope' for the clients and identified three obstacles. These were: (i) a lack of acknowledgement by health professionals of traumatic life events; (ii) overlooking less tangible losses; and (iii) a central focus on drug treatment. Reflective learning strategies can be incorporated in on- and off-campus learning environments and used to assist the learner to practise critical reflective skills in a controlled and safe manner. Reflective processes are more meaningful if the PBL package that students encounter represents real clinical scenarios with comprehensive resource materials.

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Section: Student's Reflective Learningmentioning

confidence: 99%

Promoting reflection in mental health nursing practice: A case illustration using problem‐based learning

Cooke

Matarasso

2005

Int J Mental Health Nurs

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“…Problem‐based learning is a conception of knowledge, understanding and education that encourages open‐minded, reflective, critical and active learning (Margetson, 1997; Wilkie, 2000). It allows students to acquire the necessary knowledge and skills by working through clinical problem scenarios (Cooke & Donovan, 1998; Wilkie, 2000) and linking information from a number of topic areas to various clinical situations (Cooke, 1995). This embeds the concept of reflective practice within the learning process (Fraser, 1995; Lumby, 1998).…”

Section: Educational Strategiesmentioning

confidence: 99%

Educating nurses about pain management: the way forward

Twycross

2002

Journal of Clinical Nursing

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Nurse education does not appear to be preparing nurses to manage pain in the clinical area. A number of studies have demonstrated that nurses continue to have educational deficits in this context. Several studies have found no change in knowledge or behaviours following education about pain management. Others have found that changes in behaviour do occur. It is possible that innovative teaching strategies need to be used. The literature in this area is reviewed and recommendations made.

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“…The greater amount of evidence in favour of EBL/PBL comes from medical education research (Albanese & Mitchell, 1993;Norman & Schmidt, 1992;Walton & Matthews, 1989). Other evidence in favour of EBL/PBL comes from under-graduate and post-graduate level nurse education research in Australia and Canada (MoralesMann & Kaitell, 2001;Blackford & Street, 1999;Peterson et al, 1999;Williams, 1999;Cooke & Donovan, 1998;Alavi et al, 1997;Creedy & Hand, 1994). There is some research concerning pre-and post-registration education which has been carried out in the UK (Andrews & Jones, 1996;Biley & Smith, 1998).…”

Section: Introductionmentioning

confidence: 99%

Students’ views of enquiry-based learning in a continuing professional development module

Kirwan

Adams

2009

Nurse Education Today

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1 SummaryThe purpose of this study was to explore whether qualified nurses who had undertaken a continuing professional development module at a UK university, which utilised enquiry-based learning (EBL) as the educational strategy, believed that their nursing practice had been influenced by this educational approach.This study was underpinned by the assumptions of Gadamerian hermeneutic phenomenology; semi-structured interviews were conducted with eight nurses who had undertaken a continuing education module utilising an EBL approach.The responses in this study indicate that participants believed that their practice of nursing had been positively influenced by engaging in EBL. They felt that by becoming self-directed, critical, reflective practitioners, they were better able to deliver evidence-based practice/care. Self reports of practice change attributed to engaging in EBL were provided, with the patient identified as the principal beneficiary, echoing the espoused aims of continuing professional development. EBL was credited with being a motivating, energising and enjoyable way of learning but participants were critical of the lack of preparedness of both the students and facilitators. Consideration needs to given as to whether EBL is viewed as a philosophy of learning or as a facilitative strategy used alongside other educational methods.

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The nature of the problem: the intentional design of problems to facilitate different levels of student learning

Cited by 8 publications

References 1 publication

Promoting reflection in mental health nursing practice: A case illustration using problem‐based learning

Promoting reflection in mental health nursing practice: A case illustration using problem‐based learning

Educating nurses about pain management: the way forward

Students’ views of enquiry-based learning in a continuing professional development module

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