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Titre : | An investigation into the impact of approaches to learning on final-year student nurses clinical decision-making (2020) |
Auteurs : | Beverly Joshua ; Andrew Ingram |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 49, November 2020) |
Article en page(s) : | 102918 |
Note générale : | https://doi.org/10.1016/j.nepr.2020.102918 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Élève infirmier ; Enquête ; Prise de décision |
Mots-clés: | Approche d'apprentissage |
Résumé : | This research aimed to investigate whether a correlation exists between students' approach to learning and clinical decision-making and to determine whether an educational learning intervention would impact on clinical decision-making outcomes. Tait, Entwistle and McCune's Approaches to Study Skills for Students (ASSIST) and Jenkins' Clinical Decision Making Nursing Scale (CDMNS) was administered to a convenience sample of adult nursing students (n = 78) at a university in central London, UK, at the beginning of the final year of their nursing course and, following the learning intervention, again at the end of the year. Pre-intervention, 38% of participants predisposed to the surface approach to learning; post-intervention, less than 8%. Clinical decision-making scores were statistically significantly higher for students adopting the strategic approach at the pre-intervention point and significantly higher for those adopting the deep approach at the post-intervention point. At both pre- and post- intervention data collection points there was a negative correlation between the surface approach and clinical decision-making scores. Findings indicate a statistically significant relationship exists between participants' approach to learning and their clinical decision-making. Changing from the surface to either the strategic or deep approach to learning is shown to impact positively on clinical decision-making outcomes. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595320310040#! |