{"title":"History of nursing education in the United States","authors":"S. Lewenson, A. McAllister","doi":"10.4324/9781351121675-4","DOIUrl":"https://doi.org/10.4324/9781351121675-4","url":null,"abstract":"","PeriodicalId":179610,"journal":{"name":"Routledge International Handbook of Nurse Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123913533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.4324/9781351121675-10
D. Sue
{"title":"Pedagogy in Nurse education","authors":"D. Sue","doi":"10.4324/9781351121675-10","DOIUrl":"https://doi.org/10.4324/9781351121675-10","url":null,"abstract":"","PeriodicalId":179610,"journal":{"name":"Routledge International Handbook of Nurse Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124041524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.4324/9781351121675-11
Margaret I. McAllister, Colleen Ryan
Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:
{"title":"Transformative learning","authors":"Margaret I. McAllister, Colleen Ryan","doi":"10.4324/9781351121675-11","DOIUrl":"https://doi.org/10.4324/9781351121675-11","url":null,"abstract":"Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:","PeriodicalId":179610,"journal":{"name":"Routledge International Handbook of Nurse Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121888472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-02-15DOI: 10.4324/9781351121675-14
Leeanne Heaton, Kerry Reid-Searl, R. Cole
Introduction : Simulation is a version of some real tools or work situations that tries to exhibit some behavioral features of an abstract or physical system through behavior of another system. The main purpose of application of simulation in health care is preparing students to confront with clinical situations which can increase patients' safety, decrease errors and refine nurses' clinical judgments. This approach decreases so much complications of learning which exist in real world. By this method, students gain the opportunity of learning skills which in real world there is little possibility to gain them. Simulators are planned in a way that can show reaction against wrong actions of students and assist in correcting actions with proper feedback. Conclusion: Simulation leads to change in learner's view, preparedness of learner to learn new roles and will also help learners towards understanding professional roles, exhibiting effective roles, and will increase learners'
{"title":"Simulation in nursing education","authors":"Leeanne Heaton, Kerry Reid-Searl, R. Cole","doi":"10.4324/9781351121675-14","DOIUrl":"https://doi.org/10.4324/9781351121675-14","url":null,"abstract":"Introduction : Simulation is a version of some real tools or work situations that tries to exhibit some behavioral features of an abstract or physical system through behavior of another system. The main purpose of application of simulation in health care is preparing students to confront with clinical situations which can increase patients' safety, decrease errors and refine nurses' clinical judgments. This approach decreases so much complications of learning which exist in real world. By this method, students gain the opportunity of learning skills which in real world there is little possibility to gain them. Simulators are planned in a way that can show reaction against wrong actions of students and assist in correcting actions with proper feedback. Conclusion: Simulation leads to change in learner's view, preparedness of learner to learn new roles and will also help learners towards understanding professional roles, exhibiting effective roles, and will increase learners'","PeriodicalId":179610,"journal":{"name":"Routledge International Handbook of Nurse Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131300025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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