Download or read book Undergraduate Nursing Students Level of Thinking and Self efficacy in Patient Education in a Context based Learning Program written by Vivian Afrah Darkwah and published by . This book was released on 2006 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Health Promotion in Health Care Vital Theories and Research written by Gørill Haugan and published by Springer Nature. This book was released on 2021-03-11 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access textbook represents a vital contribution to global health education, offering insights into health promotion as part of patient care for bachelor’s and master’s students in health care (nurses, occupational therapists, physiotherapists, radiotherapists, social care workers etc.) as well as health care professionals, and providing an overview of the field of health science and health promotion for PhD students and researchers. Written by leading experts from seven countries in Europe, America, Africa and Asia, it first discusses the theory of health promotion and vital concepts. It then presents updated evidence-based health promotion approaches in different populations (people with chronic diseases, cancer, heart failure, dementia, mental disorders, long-term ICU patients, elderly individuals, families with newborn babies, palliative care patients) and examines different health promotion approaches integrated into primary care services. This edited scientific anthology provides much-needed knowledge, translating research into guidelines for practice. Today’s medical approaches are highly developed; however, patients are human beings with a wholeness of body-mind-spirit. As such, providing high-quality and effective health care requires a holistic physical-psychological-social-spiritual model of health care is required. A great number of patients, both in hospitals and in primary health care, suffer from the lack of a holistic oriented health approach: Their condition is treated, but they feel scared, helpless and lonely. Health promotion focuses on improving people’s health in spite of illnesses. Accordingly, health care that supports/promotes patients’ health by identifying their health resources will result in better patient outcomes: shorter hospital stays, less re-hospitalization, being better able to cope at home and improved well-being, which in turn lead to lower health-care costs. This scientific anthology is the first of its kind, in that it connects health promotion with the salutogenic theory of health throughout the chapters. the authors here expand the understanding of health promotion beyond health protection and disease prevention. The book focuses on describing and explaining salutogenesis as an umbrella concept, not only as the key concept of sense of coherence.

Download or read book Interprofessional Simulation in Health Care written by Madeleine Abrandt Dahlgren and published by Springer. This book was released on 2019-08-26 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.

Download or read book Learner Anxiety and Professional Practice Self efficacy in Nursing Education written by Joanna Avolio-Pierazzo and published by . This book was released on 2014 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the affective component of learner engagement (Linnenbrink & Printrich, 2003); more specifically students' perceptions of learner anxiety and self-efficacy for professional practice in clinical nursing education. This study identified the factors in clinical learning contexts that contribute to learner anxiety, the differences among these factors in real and simulated learning contexts, and finally, the teaching and learning strategies that minimize learner anxiety and positively enhance self-efficacy for professional nursing practice. A convenience sample of 186 students from three university nursing programs in Ontarioparticipated in a two-phased mixed methods study, reflecting a response rate of 72%. In phase one, participants were asked to respond to four self-report instruments: the State-Trait Anxiety Inventory (STAI) (Spielberger, 1983), the Factors Contributing to Anxiety in Clinical Learning (Pierazzo, 2013), the Teaching and Learning Strategies that Enhance Professional Practice Self-Efficacy in Clinical Learning (Pierazzo, 2013) and a demographic questionnaire requesting gender and age. In phase two, a total of 31 participants participated in one of three focus groups. The results of the study confirm that nursing students do experience feelings of anxiety during clinical learning in both real and simulated contexts, although their state and trait anxiety is similar to the average college student. The participants identified specific factors that contribute to feelings of learner anxiety in both real and simulated learning contexts. Findings reveal that in both contexts, nursing students perceive preparation for patient care as the first subscale of factors most likely to contribute to perceptions of anxiety. Following this, patient acuity in real contexts and learning processes in simulated contexts was the second subscale of factors. In terms of single factor ranking, three of the top five factors for both contexts were the same: feeling unsure about my ability; making a mistake in patient care; and being watched by others as I provide care. Making a mistake while caring for patients was the factor contributing most to anxiety in real clinical contexts, whereas being watched by others contributed most to anxiety in simulated contexts. In terms of themes describing teaching and learning strategies to enhance professional practice self-efficacy in situations of anxiety, there were both similar and unique differences between the two learning contexts. The teaching strategy identified by students as contributing to their self-efficacy in both contexts was the teachers' interaction with the student, specifically positive encouragement, constructive feedback and challenges critical thinking. Distinct differences in teaching strategies for both contexts were related to specific elements of the learning process within each context. Learner strategies on the other-hand revealed similar themes in both learning contexts, although being self-directed and looking for new learning opportunities seemed to be more prevalent in real clinical contexts. The findings in this study have implications for nursing educators by contributing to a better understanding of affective learner engagement in clinical education and ensuring safe patient care during the learning process.

Download or read book Online Nursing Education A Collaborative Approach written by Melissa Robinson and published by Jones & Bartlett Learning. This book was released on 2020-11-09 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase of online nursing education programs has furthered the need for nursing faculty to have specific preparation for online teaching. Drawing from the authors’ extensive experience teaching online nursing education programs, Online Nursing Education: A Collaborative Approach is unlike any other text. It was written and designed for faculty teaching online post-licensure students in a nursing education degree program, post-master’s certificate program, advanced practice program, or other advanced education-related degree program. This unique text takes a theoretical approach and includes practical examples as well as sample curriculum, course design, and policies. Topics covered include strategies for teaching online, learning through writing in an online classroom, experiential learning in online programs, generational differences in online learning, and more practical discussions backed by evaluation studies and qualitative research.

Download or read book The Essentials of Clinical Reasoning for Nurses written by RuthAnne Kuiper and published by SIGMA Theta Tau International. This book was released on 2017 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Flipped Learning written by Jonathan Bergmann and published by International Society for Technology in Education. This book was released on 2014-07-21 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning. Building on the energy of the thousands of educators inspired by the influential book Flip Your Classroom, this installment is all about what happens next -- when a classroom is truly student-centered and teachers are free to engage with students on an individual level.

Download or read book Cumulated Index Medicus written by and published by . This book was released on 2000 with total page 1844 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Learning Theories written by David C. M. Taylor and published by . This book was released on 2014 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Teaching Intervention on Concept Maps to Increase the Critical Thinking Skills Among Undergraduate Nursing Students written by Annie Mathew and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current health care environment is placing increasing demands on nursing educators to prepare graduates who are able to think critically and solve problems in a variety of clinical practice areas. In an effort to prepare nursing students to deliver safe quality care, critical thinking becomes an essential component to nursing education, and learning to think critically is now widely accepted as a basic goal in nursing education. Currently, the Advanced Technologies Institute Critical Thinking Assessment test is used when students enter the nursing program to obtain a baseline measure of critical thinking. The aggregate results of the year 2008 and 2009 revealed that the nursing program's percentile rank is 25% below the national percentile rank. This raised the question: Would implementation of a different teaching methodology, namely concept maps, increase critical thinking skills among undergraduate nursing students? The objective of the project was to improve and enhance critical thinking skills by changing the way nursing students think through implementation of concept maps in the clinical setting. The project outcome was to develop effective critical thinkers who translate theoretical knowledge into practice through the use of concept maps to to optimize patient outcomes in the clinical setting. The undergraduate nursing students developed three concept maps that were submitted to a repeated measure of analysis of variance (ANOVA). The results demonstrated that the nursing students manifested a higher concept map score at the third concept map than the second, indicating that the teaching intervention was effective at increasing the critical thinking skills of the nursing students. The evidence-based model used for the project was Rosswurm and Larrabee's "Model for Evidence-Based Practice Change" and the theoretical model used was Ausubel's "Assimilation Theory of Meaningful Learning". The findings of the project revealed that participants demonstrated an increase in their critical thinking skills through the development of three consecutive concept maps. The literature reviewed for this project reflected that concept maps enhance the construction of knowledge in multilinear ways that help students with their ability to conceptualize and increase critical thinking. Students were able to develop the correlations and relationships to the concepts thus gaining an insight into the patient's problems, identifying nursing diagnoses, implementing, and evaluating the nursing actions at the point of care. The results were reported in the aggregate to the director of nursing and faculty members along with the recommendation to make a practice change to include concept maps in the nursing program curriculum beginning Fall Semester, 2011.

Download or read book Achieving Distinction in Nursing Education written by Marsha Adams and published by Lippincott Williams & Wilkins. This book was released on 2021-08-05 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Achieving Distinction in Nursing Education, based on the National League for Nursing (NLN) Hallmarks of Excellence in Nursing Education Model, provides in-depth discussions of the eight core elements for superior nursing education: Engaged Students Diverse, Well-Prepared Faculty Culture of Continuous Quality Improvement Innovative, Evidence-Based Curriculum Innovative, Evidence-Based Approaches to Facilitate and Evaluate Learning Resources to Support Program Goal Attainment Commitment to Pedagogical Scholarship Effective Institutional and Professional Leadership This book also presents accompanying indicators to assist nurse educators in assessing the strengths of their programs and identifying areas for further development. Featuring contributions from 15 recognized experts and thought leaders in nursing education, administration, and research, this innovative resource is designed to challenge and inspire you to advance toward unparalleled outcomes for your career and your institution.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Index Medicus written by and published by . This book was released on 2004 with total page 2160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.

Download or read book A Comparison of Two Patient Education Programs and Their Effects on Knowledge Anxiety and Self efficacy written by Juliann Jepsen Thomas and published by . This book was released on 1991 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Curriculum Development in Nursing Education written by Carroll L. Iwasiw and published by Jones & Bartlett Publishers. This book was released on 2009-10-07 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum Development in Nursing Education, Second Edition continues its dedication to the advancement of nursing education, and in particular, to the ongoing development of relevant yet dynamic nursing education curricula. This Second Edition offers current, accessible, and comprehensive tips and tools and incorporates a balance of theoretical perspectives and practical applications. The Second Edition has been completely revised and updated and includes an expanded focus on developing a context-relevant curriculum. A major determinant in any nursing education curriculum is the context in which the curriculum is developed and offered. This context is the professional, societal, health care, and educational situations to which the curriculum must respond, and is what makes each school’s curriculum unique. Curriculum Development in Nursing Education helps nurse educators create a program of study that will meet the contextual needs of their individual setting. What’s New: Expanded focus on developing a context-relevant curriculum New sections on educational technologies, distributed learning, and curriculum evaluation. New chapters on preparing for external program review, building a curriculum, and evaluation of a curriculum.

Download or read book Self Efficacy in Instructional Technology Contexts written by Charles B. Hodges and published by Springer. This book was released on 2018-10-24 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.

Download or read book Effects of Problem Based Learning on Higher Order Thinking in Nursing Education written by Chi-Chiu Stephen Hung and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Effects of Problem-based Learning on Higher-order Thinking in Nursing Education" by Chi-chiu, Stephen, Hung, 洪志超, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The notion that problem-based learning (PBL) denotes a deep process, which allows students to make sense of their learning experience by integrating newly acquired knowledge with prior knowledge and experiences, has been well acknowledged. Whereas, research indicates that problem-based learning can facilitate the development of students' higher-order thinking skills, few studies examine the underlying theoretical foundation and effect of PBL in the field of nursing education. This study aims to empirically study the effects of problem-based learning on higher-order thinking in nursing education, in particular, to examine the educational theories of constructivism and social constructivism and their application to professional education in PBL. It was envisaged that results of the study would provide a direction in the development of teaching materials that would enhance classroom as well as clinical learning in nursing. The study adopted a pre & post quasi-experimental design to determine the effects of problem-based learning on higher-order thinking in a group of 24 second year students enrolled in the Higher Diploma in Nursing for a period of 14 weeks. To ascertain its effects on higher-order thinking, data were obtained from pre & post epistemological belief questionnaires, study process questionnaires and motivational strategies & learning questionnaires related to both cognitive and metacognitive arenas. These, together with students' reflective journals, focus group interviews, audio tapes of students' PBL tutorial group interactions and results of examination papers, focused on conceptual learning and understanding. A statistical analysis of the questionnaires revealed that students in the study group who showed some changes in high level thinking abilities in terms of adapting constructive learning styles, were more thoughtful with an improvement in cognitive abilities; but there were no significant differences between the PBL and the NPBL groups. However, the qualitative data attributed the success of PBL to provision of opportunities for students' interactions, enabling them to view the learning pathway, at the metacognitive level, ranging from problem identification, proposing learning issues, knowledge research and sharing, and finally revisiting the scenario to solve particular problems. This study argued that problem-based learning appeared to be an effective way to enhance development of higher-order thinking skills of Chinese nursing students in professional education. Possible factors determining the results were discussed. Theoretical significance and educational implications were presented. Finally, the study's limitations were addressed and future studies were also suggested. DOI: 10.5353/th_b5063932