Transforming Nursing Education through Problem-Based Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it