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PubMed · 16030452

Learning--whose responsibility is it?

Claudia Peter
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Abstract

Nursing programs continue to experience alarmingly high attrition rates. To offset the attrition rate, the author describes a shifting paradigm between the traditional faculty advisor role and the innovative faculty coach role. The new faculty coach role includes teaching at-risk students to use learning and motivational strategies and self-management skills to improve academic success. The author provides readers with successful strategies to improve student retention by developing active learners who take responsibility for their own learning.

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Attitude of Health PersonnelCaliforniaCounselingEducation, Nursing, BaccalaureateFaculty, NursingGoalsHumansInternal-External ControlLearningMotivationNurse's RoleNursing Education ResearchProgram EvaluationProgrammed Instructions as TopicPsychology, EducationalRemedial TeachingRisk FactorsSocial ResponsibilityStudent DropoutsStudents, NursingEvaluation StudyJournal ArticleResearch Support, U.S. Gov't, P.H.S.

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Claudia Peter. Learning--whose responsibility is it?. https://doi.org/10.1097/00006223-200507000-00008

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Using enquiry in learning: from vision to reality in higher education.

This paper reports on the contribution of six nurse educators to embed enquiry-led learning in a pre-registration nursing programme. Their focus was to evaluate student and facilitator perspectives of a hybrid model of problem-based learning, a form of enquiry-based learning and to focus on facilitators' perceptions of its longer-term utility with large student groups. Problem-based learning is an established learning strategy in healthcare internationally; however, insufficient evidence of its effectiveness with large groups of pre-registration students exists. Fourth Generation Evaluation was used, applying the Nominal Group Technique and Focus Group interviews, for data collection. In total, four groups representing different branches of pre-registration students (n = 121) and 15 facilitators participated. Students identified seven strengths and six areas for development related to problem-based learning. Equally, analysis of facilitators' discussions revealed several themes related to strengths and challenges. The consensus was that using enquiry aided the development of independent learning and encouraged deeper exploration of nursing and allied subject material. However, problems and frustrations were identified in relation to large numbers of groups, group dynamics, room and library resources and personal development. The implications of these findings for longer-term utility with large student groups are discussed.

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