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PubMed2004

[Educating the patient: skills needed to nursing at the crossroads of care and pedagogy].

The educational team interrogated itself concerning its pedagogical competence within the framework of its educational activity for asthmatics: how does the care provider become a learning facilitator for the asthmatic person? Among the possible responses, there were two aspects which appeared essential: understanding the patient's learning logic and taking into consideration his/her representations and prior knowledge. The concrete translation of these principles primarily rests upon an educational programme truly centred on the person in question, and one which uses interactive methods, promoting the transfer of knowledge in daily life. Then the caregiver utilises previous experience and the asthmatic's representations in order to solicit a cognitive conflict, a source of learning.

Asthma↗
PubMed2004

[Hospital nurses' perception of public health].

The objective of this work was to study hospital nurses' perceptions of public health based on a pedagogical exercise. A qualitative study, lead by students of a training institute for nursing care (IFSI), was conducted using semi-directed interviews of hospital nurses from different departments of a provincial hospital. The main results show that for one-third of the nurses interviewed, the hospital is not a setting for public health practice. In terms of their definition of public health, it is closely linked to the concept of prevention, with primarily individual approaches. This definition is very close to the public health activities that they conduct at the hospital and which are centred on information and disease prevention, on education related to pathologies and the relationship between the provision of care and listening to the patients and their families. Few nurses place their public health activities within the scope of the areas of hospital cleanliness, the welcoming of the patients, the organisation of services, and the improvement of the quality of care. The potential tracks which have emerged from this work lead to the need for the strengthening of training in patient education, in the hospital's work networking with external partners, and in better development of public health activities undertaken in the hospital setting.

Adult↗
PubMed1993

Clarifying the concept of critical thinking in nursing.

Nursing must chart a course between the pedagogical extremes of process versus content-focused courses. No one would deny the fact that nurses must have a solid knowledge base in addition to demonstrating an ability to think critically. Reason favors a "both-and" rather than an "either-or" approach to this issue. Justifiably, nurses have jumped on the bandwagon of critical thinking. Once on the bandwagon, however, the elusive butterfly of critical thinking has been difficult to net. It is time to inform the driver that a new course for nursing must be charted. So far, the reported nursing research has focused on critical thinking conceptualized as a score on a broad, objective test. The important first step of establishing a clear concept that defines critical thinking in nursing has not been accomplished. Finding out what the expert nurse does with knowledge will help us to articulate a conception of critical thinking that can then be used as a springboard for various teaching strategies. If educators are persuaded that "students can and should think their way through the content of their courses, can and should gain some grasp of the logic of what they study, can and should develop explicit intellectual standards, then they can find many ways to move instruction in this direction" (Barnes, 1992, p. 22).

Clinical Competence↗
PubMed1998

A critical pedagogy for family nursing.

Little consideration has been given to the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education. This article emphasizes the importance of students and faculty engaging in a critical analysis of family nursing theory and practice. A pedagogical approach that employs phenomenology, feminism, and critical social theory as observational lenses for examining the ontology and epistemology of family nursing is described. While family nursing is coming to be recognized as an essential element of any nursing curriculum, family nursing pedagogy is in its infancy. Family nurse educators are currently working toward developing curricula and educative processes that will furnish students with a theoretical (scientific) base for family nursing practice and will provide them with opportunities to develop the practice skills they need to work with families (Hanson & Heims, 1992; Wright & Bell, 1989). However, little consideration has been given to examining the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education (Richards & Lansberry, 1995). This article asserts that critical analysis of family nursing theory and practice is integral to family nursing pedagogy and must be a primary consideration in the advancement of family nursing education. The discussion is in two parts. Part I highlights the importance of a critical analysis of family nursing theory and practice including both ontological and epistemological inquiries. Part II describes a critical pedagogy of family nursing that addresses both ontology and epistemology.

Curriculum↗
PubMed1999

Transcending behaviorism in communication education.

During the past decade, nursing education has been engaged in a curriculum revolution. Although this ongoing revolution has led to profound changes in nursing curricula, one area that requires further scrutiny is communication education. This article addresses the limitations of behavioral communication curricula and suggests a pedagogical process responsive to the complexity of human caring relationships and the intricacies of relational practice. The discussion includes a description of a nursing communication course developed according to the principles of transformational learning theory.

Behaviorism↗
PubMed2002

Beyond behavioral skills to human-involved processes: relational nursing practice and interpretive pedagogy.

This article argues that the teaching of behavioral communication skills may interfere with the learning of humanistic nursing practice. By inviting readers to consider moving beyond a method approach, the author discusses the pedagogical value of interpretive inquiry for the teaching-learning of relational practice. The author asserts that, as a "nonmethod," a pedagogy of interpretive inquiry can create opportunities for nursing students to learn and experience the transformative power of relationship, gain confidence in their capacity for relational being and a sense of trust in their ability to be with people in ways that are authentic and meaningful, and develop their overall ability to enact humanistic, relational nursing.

Clinical Competence↗
PubMed2002

Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching.

This article provides a model for improving teaching practice and developing new knowledge about teaching. The reflective self-study approach to pedagogical inquiry is rooted in reflective inquiry and self-study as found in nursing and education literature, respectively. The model offers nurse educators a mechanism by which they can better understand themselves as teachers and how their teaching affects students. Essential features of the model include interdisciplinarity and collaboration. Using the framework outlined in this article will help establish reflective self-study research as an accepted model of inquiry and further the dialogue on teaching in higher education.

Attitude of Health Personnel↗
PubMed2004

The effectiveness of feminist pedagogy in empowering a community of learners.

The purpose of this study was to determine whether a pedagogy grounded in feminist ideals has the potential to empower students to make changes consistent with those ideals in their personal and professional lives. In Phase I, qualitative data were collected through e-mail questionnaires from students in two nursing schools, one in Canada and one in the United States. Findings were used to identify an appropriate tool to measure the empowering influence of feminist pedagogy. In Phase 2, a pretest-posttest design used Barrett's Power as Knowing Participation in Change Tool (PKPCT) to measure student empowerment. A clinical setting was added in a third baccalaureate nursing program. A total of 218 students participated in seven course offerings-four classroom and three clinical. One hundred one matched pairs were obtained, for an overall response rate of 46%. Repeated measures ANOVA revealed that overall empowerment scores, as measured by the PKPCT, and classroom empowerment (CE), as measured by the addition of a variable (i.e., the ability to contribute in class), increased significantly from pretest to posttest. Interaction between Sites 1 and 2 was also significant. Regression analysis indicated posttest CE scores added to pretest PKPCT and CE scores provided a strong model to predict overall empowerment scores, measured by the PKPCT at Time 2 (R2 = .703). Despite limitations related to loss of follow up and low response rates at one site, the results of this study supported both hypotheses: that empowerment would increase over the course of the class in which feminist pedagogical principles were used, and that classroom empowerment is likely to extend beyond the classroom to personal and work environments.

Analysis of Variance↗
PubMed2005

Teaching epidemiology using WebCT: application of the seven principles of good practice.

Web-based teaching was strategically used to supplement classroom instruction in an epidemiology course for RN-to-BSN students. This article investigates how the "Seven Principles for Good Practice" were applied as a guide when teaching this online course and discusses this innovative teaching strategy with the aim of advancing pedagogical strategies from the traditional, teacher-centered paradigm to an active, learner-centered paradigm.

Attitude of Health Personnel↗
PubMed2006

Interpretive pedagogy in action: design and delivery of a violence and health workshop for baccalaureate nursing students.

This article presents the planning and implementation of a Violence and Health Immersion Workshop for undergraduate nursing students. Given the enormous personal and economic costs of violence, the central importance of addressing violence issues in nursing curricula is emphasized. The application of three key interpretive pedagogical strategies is described: choosing critical social science as a conceptual framework for the workshop; placing specific emphasis on the decentering of content; and creating space for learners to explore this difficult issue. Formative and summative evaluations of the workshop indicated that the majority of students found the workshop to be helpful in providing the opportunity to examine and shift their own values, attitudes, and beliefs regarding violence and health. Recommendations for future research include the need for increased knowledge regarding barriers to the implementation of interpretive pedagogies, and for greater insight regarding the process of attending to differences in the participants and the facilitators.

Attitude of Health Personnel↗
PubMed2006

Anti-racist pedagogy: challenges faced by faculty of color in predominantly white schools of nursing.

Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.

Attitude of Health Personnel↗
PubMed2006

Using Tai Chi to teach gerontology.

Pedagogically, this program included discussing attitudes about aging, learning-by-doing of new skills, and experiencing active older adults as peers during the tai chi class. Students reported gaining insight into the aging process by comparing and contrasting their movements with those of the older adults. Students' clinical logs included positive comments about the experience. They expressed a global concept of the needs of healthy and unhealthy older adults and an exploration of nurses' role in geriatric health promotion.

Aged↗
PubMed2004

[The effects of PBL (Problem-Based Learning) on the metacognition, critical thinking, and problem solving process of nursing students].

PURPOSE: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. METHOD: The research design was pre-posttest with a nonequivalent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST (California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. RESULT: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. CONCLUSION: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

Adult↗
PubMedDate not supplied

Cooperative learning as an approach to pedagogy.

Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think-Pair-Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.

Cooperative Behavior↗
PubMedDate not supplied

A comparative analysis of case presentation modalities used in clinical reasoning coursework in occupational therapy.

This study used mixed methods to compare four different styles of case presentation in a course designed to develop the clinical reasoning skills of master's level occupational therapy students. Modalities used to present cases were printed text, videotape, live interview, and CD-ROM movies delivered on an Internet platform. The researchers sought to determine the relative merits and limitations of each modality from both pedagogical and practical standpoints. Results indicate that the choice of modality does not compromise the ability of students to meet learning objectives related to clinical reasoning; however, several advantages and disadvantages with respect to practical aspects of presentation and learning were identified from instructor and student perspectives. The strength of the overall instructional format, and decisions concerning the amount and type of information provided in the cases were found to be more relevant to the quality of the learning experience than the modality of presentation. Recommendations are provided for structuring clinical reasoning learning experiences that combine the best features from the case modalities examined in this study.

Education, Professional↗
PubMed1998

Learning with technology: use of case-based physical and computer simulations in professional education.

This presentation will clarify contemporary ideas on the role of technology in education and how it can be employed to improve student learning experiences and outcomes. The paper will emphasise RMIT's role in providing quality education that is relevant to today's world and professional practice. It will examine a specific collaborative (RMIT & ACU), interdisciplinary project 'Pregnancy Simulator: Developing and Enhancing Student Learning of Assessment Skills'. This project consist of a physical pregnancy model connected to a multi-media computer-assisted learning package for the purpose of enhancing student learning of abdominal assessment skills. Our paper outlines an innovative technology-based teaching project and includes current educational issues or problems encountered in professional education, steps already taken to address these difficulties and how this project intends to facilitate learning. It identifies expected learning outcomes for midwives, nurses and medical students, and examines pedagogical principles applied to technological applications designed to provide guided discovery for allowing students to build confidence and competence in professional education. The case-based physical and computer simulations contextualise learning to assist transfer of learning to real world situations. This paper will also discuss how technology-based projects can be evaluated and integrated into university curricula to enhance student learning.

Computer Simulation↗
PubMed2006

Assisting pre-registration students in the acquisition of clinical skills utilising computer assisted learning.

Practical nursing skills form the bedrock of nursing practice. In line with Government initiatives, practitioners also need to master skills in information technology. In an attempt to address these issues, funding has been awarded for a nursing led multi-professional development of a Clinical Skills Website at the Florence Nightingale School of Nursing and Midwifery at King's College London. The aim is to provide students with a high quality resource to promote mastery of clinical skills and information technology. It also provides practitioners with easily accessible teaching resources to use in their role as mentors. The following discussion explores the development of this innovative resource as well as the pedagogical underpinning, benefits, challenges and plans for future developments.

Clinical Competence↗
PubMed1992

Integrating emerging disciplines.

The dynamics of medicine force us to continually update the content of residency curricula. Before selecting the material to be added or withdrawn from the curricula, goals for the desired product must be established. Further, the potential effects of emerging disciplines on the structure and composition of departments and residencies must be carefully considered. The Residency Review Committee for Internal Medicine (RRC-IM) is the principal instrument for forcing the integration of emerging disciplines into clinical education. Several questions must be considered when deciding how best to integrate these new disciplines. Should selected internists be designated to teach them? What are the most appropriate training sites? Which disciplines should be linked for pedagogic efficiency and relevance? How do we separate the educational pathways for generalists and subspecialists? The strategy of requiring additional training for a second certificate from the American Board of Internal Medicine (ABIM) has served internal medicine well for 50 years. Innovations in science and technology, however, are occurring at an accelerated pace. One solution may be to separate standardized residency training into multiple 4-year tracks that produce variously skilled graduates.

Accreditation↗