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Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing: A qualitative study
Danette K Dutra
Paperback. ProQuest, UMI Dissertation Publishing 2011-09-08.
ISBN 9781243713360
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Förlagets beskrivning
The pedagogies of concept mapping, case studies, and reflective-thinking exercises are associated with learner-centered education; they focus on the learner instead of the educator. Learner-centered pedagogies are believed to improve students' level of cognition. The purpose of this investigation was to examine the implementation strategies of concept mapping, case studies, and reflective-thinking exercises in didactic undergraduate nursing courses. Purposeful sampling was utilized in this qualitative multisite case-study designed. For each of the four participants, three separate site visits were completed. Observations and brief postobservational interviews took place at each site visit. Transcribed data from interviews, observations, and pertinent course documents were imported into the computer program Nvivo8. Repetitive comparative analysis was utilized to complete the data coding process. Research question one focused on the implementation strategies that were being implemented by my participants. For the pedagogy of concept mapping, two primary themes emerged: student-generated and instructor-generated concept mapping. The theme of student-generated concept mapping was divided into formative and summative mapping. The pedagogy of concept mapping was primarily utilized as a student-generated activity. Some mapping assignments were used as summative evaluation activities; however, the greatest amount of mapping was performed by the students and were ungraded. The pedagogy of case study also offered two themes: formal and informal use of case studies. The theme of formal use of case studies yielded two subthemes; case studies used within the classroom and outside of the classroom. The informal use of case studies by my participants was the most utilized pedagogy. The retrieval of both spontaneously and preplanned case studies during a lecture was carried out by each of my participants multiple times during my observational site visits. Reflective-thinking exercises were found to be implemented via two methods: sharing reflections among fellow classmates and sharing reflections with only the instructor. The pedagogy of reflective-thinking exercises were found to be the least pedagogy utilized by my participants; however, it was found to have a contribution to the other two pedagogies in that reflection was addressed within both concept mapping and case studies. Research question two investigated the perceived reasons the participants believed that the three pedagogies enhanced learning at a higher level of cognition. Two themes emerged; the first was that the students were active in the learning process. The second theme was that the pedagogies were believed to increase the student nurses ability to integrate material covered in the didactic setting to that of the clinical practice of nursing. It was perceived by the four participants that the mental activity, required by the three pedagogies, was important for the application of theory within a student nurses' clinical practice. Results of this investigation have led to an increased understanding of how and why these three pedagogies are utilized in undergraduate baccalaureate schools of nursing didactic courses
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Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing: A qualitative study
Bokrecensioner » Nurse educators' implementation of concept mapping, case studies, and reflective-thinking exercises in undergraduate didactic nursing courses at baccalaureate schools of nursing: A qualitative study
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