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Titre : | Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to think like a nurse (2019) |
Auteurs : | Karen A. Theobald ; Joanne Ramsbotham |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 38, July 2019) |
Article en page(s) : | p. 59-65 |
Note générale : | https://doi.org/10.1016/j.nepr.2019.05.018 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Développement de compétences ; Elève infirmier ; Raisonnement clinique ; Recherche |
Résumé : | A period of re-negotiation is expected when introducing a new teaching and learning approach in a Bachelor of Nursing course. This study, underpinned by a social constructivist framework, used action research to uncover the interactions, challenges and outcomes when implementing an inquiry-based learning approach to support the development of students' clinical reasoning and capability to think like a nurse. Data collection involved non-participant observation of 32 tutorial groups (600 first-year students and 8 teachers) over the first two weeks of semester. Analysis was informed by Charmaz's social constructivist approach. The findings revealed three interconnected constructs: Opting in and out (students), Driving and reframing (teachers) and Creating and realising new understandings (both students and teachers). Introducing a new approach necessitated conscious planning and deliberate behaviour change on behalf of the teacher and student. Use of an inquiry-based learning approach which embedded clinical reasoning, investigative prompts and learning scaffolds in the form of case exemplars assisted students to think like a nurse. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/abs/pii/S1471595318307108#! |