Nursing students' perceptions of effective problem-based learning tutors.
Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed onlin...
| Publicado en: | Nursing Standard Vol. 31; no. 12; pp. 48 - 60 |
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| Autores principales: | , , , , , , |
| Formato: | research Journal Article |
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Royal College of Nursing of the United Kingdom (The)
11/16/2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=119486764&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119486764 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00296570 4ER jtl: Nursing Standard issn: 00296570 maglogo: N pubinfo: dt: 11/16/2016 vid: 31 iid: 12 pid: 6040 pub: Royal College of Nursing of the United Kingdom (The) artinfo: ui: 119486764 119486764 119486764 10.7748/ns.2016.e10318 119486764 ppf: 48 ppct: 12 formats: tig: atl: Nursing students' perceptions of effective problem-based learning tutors. aug: au: Matthew-Maich, Nancy Martin, Lynn Hammond, Cynthia Palma, Amy Pavkovic, Maria Sherement, Darlene Roche, Carmen affil: Professor, Department of Nursing, Mohawk College, Ontario, Canada sug: subj: Students, Nursing Student Attitudes Teachers Problem-Based Learning Education, Nursing, Baccalaureate Teaching Human Questionnaires Focus Groups Content Analysis Professional Knowledge Professionalism Faculty, Nursing Success Teaching Methods Motivation Outcomes of Education Descriptive Research Ontario Descriptive Statistics Male Female Adolescence Adult Middle Age Thematic Analysis Communication Skills Accountability Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem- based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important atributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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