Transforming Nursing Education through Problem-Based Education
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. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,004 |
| Communication savante | 0,006 | 0,004 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,003 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».