Using the Constructivist/Active Learning Theoretical Framework to develop and test a simulation-based interprofessional geriatric training curriculum

Niederriter, Joan; Hovland, Cynthia; Hazelett, Susan; Whitford, Maureen; Drost, Jen; Brown, Diane Storer; Morgan, Abby W.; Kropp, Denise; Sanders, M. Kathryn; Gareri, M.; Fosnight, Susan M.; Radwany, Steven; McQuown, Colleen M; Ahmed, Rami

doi:10.1016/j.xjep.2020.100322

Cited by 12 publications

(9 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The approach is learner-centred and grounded in constructivist learning theories (Aebersold, 2018). Constructivist approaches allow learning to take place in an environment where interactions with materials and problems are situated in a real-world context, enabling learners to construct their own understanding of the circumstances, applications and use of the knowledge (Niederriter et al , 2020). It provides the platform for learners to engage with others to solve problems from many viewpoints and co-create knowledge in a dynamic way (Niederriter et al , 2020; Kocadere and Ozgen, 2012).…”

Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

“…It provides the platform for learners to engage with others to solve problems from many viewpoints and co-create knowledge in a dynamic way (Niederriter et al , 2020; Kocadere and Ozgen, 2012). The learner takes centre-stage in the process of knowledge creation (Niederriter et al , 2020). Constructivist learning is, therefore, an alternative epistemological system to traditional teacher-centred learning approaches (Kocadere and Ozgen, 2012).…”

Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Tasantab

Gajendran

Owi

et al. 2021

IJDRBE

View full text Add to dashboard Cite

Purpose Conventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice and its real-life dynamics. One work-integrated learning practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion. This paper aims to present outcomes of simulation-based learning sessions the authors designed and delivered in a disaster risk management course. Design/methodology/approach The authors developed a framework to illustrate simulation-based learning in a disaster risk management programme. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate the experiences and feelings during the design and execution of the simulations. Findings The evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. The conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practical experience, deliberate ethical tensions and practical dilemmas and develop the ability to work with multiple perspectives. Originality/value The simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.

show abstract

Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Tasantab

Gajendran

Owi

et al. 2021

IJDRBE

View full text Add to dashboard Cite

show abstract

“…[9] 4.3 Constructivism Constructivism learning theory purports individuals connect new information and ideas to current and previously known knowledge through interactive and engaging practices. [14,15] Educators who apply constructivism believe learning is developed through reflection and relating value to experiences. [16] Learners are responsible and in control of developing their own knowledge.…”

Section: Active Learningmentioning

confidence: 99%

Andragogy and teaching techniques to enhance adult learners’ experience

Lewis

Bryan²

2021

JNEP

View full text Add to dashboard Cite

Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

show abstract

“…Constructivist experts have offered various effective solutions that provide stimulation for students to develop their knowledge and the complexity of building basic knowledge to be more active in learning (Niederriter et al, 2020). A student-centred paradigm shift is an effort to promote students to be independent, be active, build scientific ideas, explore, cooperate, build investigations, and participate in various scientific projects (Bechter et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics

Wenno

Jamaludin

Batlolona

2021

JPSI

View full text Add to dashboard Cite

Creative and critical thinking skills are one of the demands of new skills needed by students in the current era. One of the learning models that can sharpen creative and critical thinking skills is Problem based learning (PBL). Heretofore, research related to creative and critical thinking skills with PBL in understanding static fluid material is still minimal. Therefore, this research explored it. This study aimed to analyze the effect of PBL on students' creative and critical thinking skills. This type of research is experimental with a total of 58 students, both experimental class and control class in 10th-grade science class Christian Senior High School YPKPM Ambon. The research procedure in the form of creative and critical thinking skills tests carried out during the research process and data analysis used was the independent sample t-test. The results showed that the average value of the experimental class students' learning achievement related to students' creative and critical thinking skills was higher than the conventional class. This implies that PBL facilitates in improving students' creative and critical thinking skills on static fluid.

show abstract

Using the Constructivist/Active Learning Theoretical Framework to develop and test a simulation-based interprofessional geriatric training curriculum

Cited by 12 publications

References 9 publications

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Andragogy and teaching techniques to enhance adult learners’ experience

The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics

Contact Info

Product

Resources

About