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"experiential learning theory"
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Nursing students' experiences of involvement in clinical research: An exploratory study
Nursing education can positively affect nurses' attitudes toward nursing research, resulting in better patient outcomes. Experiential learning theory was the basis for this study.
To explore nursing students' experiences of involvement in clinical research, their approach to learning and their interest in nursing research.
Cross-sectional.
One hundred and twenty-six nursing students were invited to be involved as data collectors in a research project as part of their training in research methodology. The students completed an evaluation form and the Revised Study Process Questionnaire. The questionnaires were analyzed quantitatively and one open-ended question was analyzed qualitatively.
On the whole, the students were happy to be involved in the data collection although a minority felt uncertain and exposed. Students with a deeper approach to learning felt that their involvement had increased their interest in nursing research and they stated that data collection should be a regular feature of the course.
Participation as data collectors in research has the potential to increase interest in nursing research among students with higher levels of deep learning. Further studies are needed to examine ways to increase interest in research among students with lower levels of deep learning.
Journal Article
Experiential learning theory and hybrid entrepreneurship: factors influencing the transition to full-time entrepreneurship
PurposeThrough the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.Design/methodology/approachThis conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.FindingsThe proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.Practical implicationsProviding insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.Originality/valueThe paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.
Journal Article
Virtual Simulation-Based Training and Person-Centered Care
Person-centered care is instrumental in the treatment of individuals with dementia. Despite this finding, research on the efficacy of training future healthcare providers to implement person-centered care for individuals with dementia is limited. Simulation-based education serves as one training method, but its effects of preparing students to treat persons with dementia using person-centered care is unknown. This mixed methods study used short-term treatment goals, reflective essays, and focus groups to evaluate the difference prior to and after a virtual reality dementia experience in graduate Communication Sciences and Disorders’ students’ perceptions of person-centered care. Findings support the theory that a virtual reality dementia experience impacts students’ intent to provide PCC for persons with dementia. More research is warranted to determine whether a virtual reality dementia experience effectively facilitates the use of PCC in the clinical setting.
Journal Article
Virtual Simulation-Based Training and Person-Centered Care
Person-centered care is instrumental in the treatment of individuals with dementia. Despite this finding, research on the efficacy of training future healthcare providers to implement person-centered care for individuals with dementia is limited. Simulation-based education serves as one training method, but its effects of preparing students to treat persons with dementia using person-centered care is unknown. This mixed methods study used short-term treatment goals, reflective essays, and focus groups to evaluate the difference prior to and after a virtual reality dementia experience in graduate Communication Sciences and Disorders’ students’ perceptions of person-centered care. Findings support the theory that a virtual reality dementia experience impacts students’ intent to provide PCC for persons with dementia. More research is warranted to determine whether a virtual reality dementia experience effectively facilitates the use of PCC in the clinical setting.
Journal Article
Virtual Simulation-Based Training and Person-Centered Care
Person-centered care is instrumental in the treatment of individuals with dementia. Despite this finding, research on the efficacy of training future healthcare providers to implement person-centered care for individuals with dementia is limited. Simulation-based education serves as one training method, but its effects of preparing students to treat persons with dementia using person-centered care is unknown. This mixed methods study used short-term treatment goals, reflective essays, and focus groups to evaluate the difference prior to and after a virtual reality dementia experience in graduate Communication Sciences and Disorders’ students’ perceptions of person-centered care. Findings support the theory that a virtual reality dementia experience impacts students’ intent to provide PCC for persons with dementia. More research is warranted to determine whether a virtual reality dementia experience effectively facilitates the use of PCC in the clinical setting.
Journal Article
Challenges of Organizing Course Live Events During the Covid-19 Pandemic
An event management curriculum typically includes a live event component that requires students to conceptualize, plan, implement, and evaluate a public event. Many of these programs are based on the premise of experiential learning theory (ELT), which posits that learners go through spirallike stages and cycles in their learning, guided by reflections facilitated by the educator. Although the benefits and problems of these courses are explored in the literature, the specific challenges encountered by both instructors and students during the COVID-19 pandemic seem to be largely unresearched. This study explores how the organization of a course's live event component differed during the pandemic by adopting a case study and a constructivist approach to understanding this phenomenon. The study reveals that the challenges are categorized in terms of issues related to event operations, managing stakeholders, and learning new skills and knowledge.
Journal Article
Exploring gender and educational background effects on 21st-century competencies in robot-integrated STEM education: The role of learning attitudes and satisfaction
In the 21st century, STEM (Science, Technology, Engineering, and Mathematics) education plays a critical interdisciplinary role in cultivating students' seven core competencies (7C) learning performance: computational thinking, collaboration, communication, problem-solving, metacognitive awareness, creative thinking, and critical thinking. While these competencies are essential for future-ready learners, limited research has quantitatively examined how learner characteristics, such as gender, education level, learning attitudes, and learning satisfaction, affect students' 7C learning performance in robot-integrated STEM education. This study adopted a quantitative research design involving 67 students from healthcare-related programs who participated in a robot-integrated STEM learning activity. Data were collected through validated instruments measuring learning attitudes, satisfaction, and 7C learning performance. Statistical analyses, including t tests, one-way ANOVA, Pearson correlation, and multiple regression, were used to examine group differences and predictive effects. The findings revealed no significant gender differences in perceived learning needs. However, students with higher education levels demonstrated stronger development in 7C learning performance. In addition, learning attitudes and learning satisfaction significantly predicted students' 7C learning performance, and the seven competencies were strongly intercorrelated. Based on these findings, the study proposes strategies for enhancing robot-integrated STEM and programming education, particularly within healthcare-related contexts, through interdisciplinary curriculum design. These insights provide guidance for educators, curriculum designers, and policymakers aiming to foster holistic, competency-based STEM education.
Journal Article
Professionalism-training in undergraduate medical education in a multi-cultural, multi-ethnic setting in the Gulf Region: an exploration of reflective essays
Background
Despite the established need to prioritize professionalism-training in developing future physicians, very few medical programs in the Gulf Region embed in their curricula discrete contextualized courses aimed at developing the corresponding competencies, while fostering self-directed learning. This study aims at exploring the perception of undergraduate medical students in a multi-cultural, multi-ethnic setting regarding their understanding of, and personal experience with professionalism through their engagement with the content of an innovative curriculum-based professionalism course, offered at a Medical School in Dubai, United Arab Emirates.
Methods
The study used a qualitative phenomenological research design. Out of 33 students, 29 students had submitted reflective essays. The content of these essays was inductively analyzed following a six-step framework for conducting thematic analysis. The framework’s steps include familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report.
Findings
The inductive qualitative analysis generated the
Professionalism Learning Journey
model. This conceptual model includes four interconnected themes:
Awareness, Acknowledgement, Realization, and Application.
The generated model depicts the trajectory that the learners appear to experience while they are engaging with the content of the course.
Conclusion
Integrating a professionalism-training course into an undergraduate medical curriculum is likely to be positively appraised by the learners. It raises their awareness, enables them to value the subject matter and the sophistication of its application, and empowers them to put into practice the taught principles, on an individual basis and collectively. This is especially true when the course is entrenched in constructivism experiential learning theory and designed to foster self-directed learning. The introduced conceptual model, in conjunction with the innovative professionalism-training course curriculum, can serve as a template for other competencies and other schools.
Journal Article
Effects of simulation-based learning on nursing student competences and clinical performance
The aims of this study were to explore the effects of simulation-based learning (SBL) on nursing student competences and performance in the clinical setting.
A comparison group design was used with data obtained from self-administered questionnaires at the onset and end of the semester. Students' practicum grades were also collected to examine their clinical performance. Four simulated scenarios were added to the course and a Chinese version of the Simulation-Based Learning Evaluation Scale (SBLES) was distributed to the participants. The student practicum evaluation form was used to collect the participants' practicum grades. Data analyses included descriptive statistics, paired t-test, and analysis of covariance (ANCOVA).
Positive, significant differences were found in five competences in the test group. In the comparison group, results in the professional knowledge and nursing process subscale showed significant differences, and no significant difference was found in the patient safety, communication, and attitude of reflection subscales. The students in the test group perceived greater competences than those in the comparison group. Finally, no significant findings were found in clinical performance between two groups.
The findings showed that SBL is seen as an attractive teaching strategy for students’ learning as part of their curriculum and that the effects of SBL on clinical practice need further examination.
•Simulation-based learning (SBL) affects student behaviors in actual clinical settings remained unknown.•The students in the test group perceived greater progression of “soft” competence than those in the comparison group.•No different clinical performance between the test and comparison groups was found
Journal Article