When practice precedes theory – A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing

Falk, Karl-Erik; Falk, Hanna; Ung, Eva Jakobsson

doi:10.1016/j.nepr.2015.05.010

Cited by 39 publications

(45 citation statements)

References 36 publications

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“…Thus, the core of nursing education is not only delivering knowledge but also to strengthening the ability of nurses to integrate theoretical knowledge with clinical skills, e.g. managerial decision making and utilization of best evidence practice (Falk et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students' self-reflections were analyzed using an inductive, qualitative content analysis (Elo & Kyngas, 2008) according to the following analytical steps (Falk et al, 2015). Firstly, students' reflections were analyzed as a whole to gain an overview of its content message.…”

Section: Qualitative Data Analysismentioning

confidence: 99%

“…The analytical question was: "What does the data tell us about the students' learning experiences?" (Falk et al, 2015). Secondly to compare the differences between group 'A' and B on learning (Falk et al, 2015) a method of text analysis was used.…”

Section: Qualitative Data Analysismentioning

confidence: 99%

“…Studies suggests two broad adaptations in higher education knowingly "the teacher-directed approach (i.e. the transfer of information from expert to novice)", and the "student-centered approach", where the students are taught to authorize their learning experiences (Falk, Falk, & Ung, 2015). The aim of this research study is to compare the effect of sequencing theory via lecturing in classrooms before practical clinical skill in laboratories and visa versa.…”

Section: Introductionmentioning

confidence: 99%

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Mix research methods: teaching and learning in 2nd year bachelor nursing program

Ismaile¹,

Alsahlia

Khan³

et al. 2016

IJANS

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Background: Nursing profession and its development, no doubt plays a crucial role in healthcare sectors. Students' learning approaches are now being recognized across higher education as having a considerable effect on student achievement' and their learning outcomes. The learning process in nursing education has always been a challenge to find pedagogical instructional methods that can engage learners actively and help the students to understand concepts for new applications in theoretical and practical situation. Purpose: The aim of this research study is to compare the effect of sequencing theory via classroom lecturing before practical clinical skill taught in laboratories and visa versa on students learning readiness and approaches. Methods: The research method of this study employed a mixed research methods by the implication of both quantitative and qualitative methods. The quantitative research method was conducted by means of two validated questionnaires. The first questionnaire used is the Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE). This is a self-reporting instrument designed to assess students' attitudes, abilities, and personality characteristics necessary for self-directed learning. The second questionnaire is the Revised two-factor version of the Study Process (R-SPQ-2F) in order to assess students' deep or surface learning approaches. The qualitative Learning Management System (LMS) environment. The study sample included 97 nursing students. Students were divided into two groups A and B. Each group consisted of 47 nursing students. Results: Significant differences between group 'A' and group 'B' were found for SDLRSNE self-management, desire for learning and self-control, suggesting that self-management in group 'A' managed their learning better than group 'B'. There were no significant differences in terms of learning approaches between group 'A' and B. Conclusion: This study highlights that students teaching and learning experiences are sensitive to learning environments. This was done through sequencing theoretical and clinical teaching and visa versa in a nursing course. Proper design of the learning environment and the availability of supportive learning tools encourage students learning and teaching experience.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Qualitative Data Analysismentioning

confidence: 99%

Section: Qualitative Data Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mix research methods: teaching and learning in 2nd year bachelor nursing program

Ismaile¹,

Alsahlia

Khan³

et al. 2016

IJANS

View full text Add to dashboard Cite

show abstract

“…In higher education emphasizes the importance of student centered learning (1) . A key area for consideration in nursing education is how optimal conditions for learning can be created.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

Mahmoud¹

2017

IJLD

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Today's, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement. Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones. Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before-after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the eighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students' Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet. A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean ISSN 2164-4063 2017 scores for the surface approach to learning. It was concluded that cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance. International Journal of Learning and Development

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How nurses perceive the gap between knowledge and practice

Gassas,

Ahmed

2024

Enfermería Clínica (English Edition)

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When practice precedes theory – A mixed methods evaluation of students' learning experiences in an undergraduate study program in nursing

Cited by 39 publications

References 36 publications

Mix research methods: teaching and learning in 2nd year bachelor nursing program

Mix research methods: teaching and learning in 2nd year bachelor nursing program

The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

How nurses perceive the gap between knowledge and practice

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