Transforming Nursing Education through Problem-Based Education
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Transforming Nursing Education Through Problem-Based Education by Elizabeth Rideout, PhD, RN; Sudbury, MA: Jones and Bartlett, 2001; 345 pages; $25.00 This book represents a collaborative project of faculty members at the McMaster University School of Nursing where problem-based learning (PBL) has been used in all nursing courses since the mid-- 1970s. Thus, the information presented includes the experiences of the faculty authors as well as an analysis of the literature. The beginning chapters make the case for the importance of PBL in nursing education. Conclusions drawn from the reviewed literature indicate that students from conventional curricula did better on standardized examinations than did those from PBL programs, but learners from PBL curricula were rated somewhat better in their clinical performance and showed increased library use. It is interesting to note that of the five programs cited in this book for embodying positive attitudes and behaviors in using PBL, three are in medical schools. One is an interdisciplinary program, and one is an undergraduate nursing program. Several chapters have particular relevance for faculty in undergraduate nursing education, but this book is an excellent reference for graduate nursing faculty as well. In fact, it contains three chapters that provide specific information regarding applications of PBL nursing in master's programs around the world. The author assesses the research evidence on PBL outcomes in graduate nursing programs and forecasts the integration of PBL and electronic technologies. While at first, I had some concern about references to the use of methodologies of pedagogy rather than andragogy, or adult learning, the four authors of Chapter 3, Facilitating Self-Directed Learning, refer to Knowles' definitions of andragogy as central to self-- directed learning. Examples of methods by which faculty can help students learn to do self-assessment of learning needs and self-- evaluation are provided. An overview of small-group learning contains useful information for students and faculty for whom this would be a new experience. Examples of group assignments for beginning students and criteria for individual evaluation of the group process are provided. The faculty role in information management - the development of skills and the need to be a role model in carrying them out - is stressed. Although research findings regarding the application of reflection in nursing can be interpreted as either effective or questionable, reflection and reflective practice are described as basic to PBL in nursing education. The authors note that reflection has been adopted as a mandatory component of nursing practice and registration by the United Kingdom Central Council for Nursing and by the College of Nurses of Ontario Canada. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle