Undergraduate nursing students' perceptions of active learning strategies: A focus group study
<p>Background Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students. Aim This study aimed to understand the undergraduate nursing students'...
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2023
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| _version_ | 1864513532087762944 |
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| author | Frances Kalu (17541237) |
| author2 | Carolyn Wolsey (17541240) Parivash Enghiad (14779552) |
| author2_role | author author |
| author_facet | Frances Kalu (17541237) Carolyn Wolsey (17541240) Parivash Enghiad (14779552) |
| author_role | author |
| dc.creator.none.fl_str_mv | Frances Kalu (17541237) Carolyn Wolsey (17541240) Parivash Enghiad (14779552) |
| dc.date.none.fl_str_mv | 2023-12-01T00:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1016/j.nedt.2023.105986 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Undergraduate_nursing_students_perceptions_of_active_learning_strategies_A_focus_group_study/24717072 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Health sciences Nursing Active learning Critical thinking Nursing education Collaborative learning |
| dc.title.none.fl_str_mv | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p>Background Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students. Aim This study aimed to understand the undergraduate nursing students' perceptions of the active learning strategies being used in the classroom and to identify critical elements within their learning spaces which contribute to their learning. Design Qualitative, focus group study. Setting A four-year undergraduate baccalaureate nursing program in the Middle East. Participants 50 undergraduate nursing students selected through purposive and snowball sampling participated in the study. Methods Five focus group sessions were conducted with 10 participants in each session. Data collected from the discussions were transcribed and thematically analyzed and aligned with the Taxonomy of Significant Learning. Results Study results show that undergraduate nursing students affirm that the use of active learning strategies supports the acquisition of foundational understanding, application and integration of knowledge, caring about the learning process, learning to learn, and the human dimension of learning. Participants also identified how best active learning strategies should be utilized and aspects of learning spaces that promote learning. Conclusions Although the use of active learning strategies positively enhances the learning process, it is important to ensure that strategies are intentionally integrated into the classroom and aligned with the expected learning outcomes. Considerations of the learning space used are also of importance.</p><h2>Other Information</h2> <p> Published in: Nurse Education Today<br> License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.nedt.2023.105986" target="_blank">https://dx.doi.org/10.1016/j.nedt.2023.105986</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_e3ec6bb6bd3856d5b46d68e82f1e9476 |
| identifier_str_mv | 10.1016/j.nedt.2023.105986 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/24717072 |
| publishDate | 2023 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Undergraduate nursing students' perceptions of active learning strategies: A focus group studyFrances Kalu (17541237)Carolyn Wolsey (17541240)Parivash Enghiad (14779552)EducationCurriculum and pedagogyHealth sciencesNursingActive learningCritical thinkingNursing educationCollaborative learning<p>Background Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students. Aim This study aimed to understand the undergraduate nursing students' perceptions of the active learning strategies being used in the classroom and to identify critical elements within their learning spaces which contribute to their learning. Design Qualitative, focus group study. Setting A four-year undergraduate baccalaureate nursing program in the Middle East. Participants 50 undergraduate nursing students selected through purposive and snowball sampling participated in the study. Methods Five focus group sessions were conducted with 10 participants in each session. Data collected from the discussions were transcribed and thematically analyzed and aligned with the Taxonomy of Significant Learning. Results Study results show that undergraduate nursing students affirm that the use of active learning strategies supports the acquisition of foundational understanding, application and integration of knowledge, caring about the learning process, learning to learn, and the human dimension of learning. Participants also identified how best active learning strategies should be utilized and aspects of learning spaces that promote learning. Conclusions Although the use of active learning strategies positively enhances the learning process, it is important to ensure that strategies are intentionally integrated into the classroom and aligned with the expected learning outcomes. Considerations of the learning space used are also of importance.</p><h2>Other Information</h2> <p> Published in: Nurse Education Today<br> License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.nedt.2023.105986" target="_blank">https://dx.doi.org/10.1016/j.nedt.2023.105986</a></p>2023-12-01T00:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1016/j.nedt.2023.105986https://figshare.com/articles/journal_contribution/Undergraduate_nursing_students_perceptions_of_active_learning_strategies_A_focus_group_study/24717072CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/247170722023-12-01T00:00:00Z |
| spellingShingle | Undergraduate nursing students' perceptions of active learning strategies: A focus group study Frances Kalu (17541237) Education Curriculum and pedagogy Health sciences Nursing Active learning Critical thinking Nursing education Collaborative learning |
| status_str | publishedVersion |
| title | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| title_full | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| title_fullStr | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| title_full_unstemmed | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| title_short | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| title_sort | Undergraduate nursing students' perceptions of active learning strategies: A focus group study |
| topic | Education Curriculum and pedagogy Health sciences Nursing Active learning Critical thinking Nursing education Collaborative learning |