The longitudinal learning outcomes of using different teaching sequences in a nursing administration project.
Aim: To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self‐directed learning and teamwork in a nursing administration project. Background: Compared to other professional courses, nursing administration is relatively difficult, and it is impo...
| Publicado en: | Journal of Nursing Management Vol. 27; no. 6; pp. 1304 - 1314 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2019
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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=138570840&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138570840 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660429 81U jtl: Journal of Nursing Management issn: 09660429 maglogo: Y pubinfo: dt: Sep2019 vid: 27 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 138570840 138570840 138570840 10.1111/jonm.12812 138570840 ppf: 1304 ppct: 10 formats: tig: atl: The longitudinal learning outcomes of using different teaching sequences in a nursing administration project. aug: au: Lin, Wei‐Ting Lin, Shu‐Yuan Chou, Fan‐Hao Wu, Li‐Min Lee, Bih‐O affil: College of Nursing, Kaohsiung Medical University, Kaohsiung Taiwan sug: subj: Nursing Administration Education Teaching Methods Students, Nursing Psychosocial Factors Skill Acquisition Skill Retention Self-Directed Learning Teamwork Outcomes of Education Human Prospective Studies Quasi-Experimental Studies Problem-Based Learning Randomized Controlled Trials Random Assignment Taiwan Faculty-Student Relations Data Analysis Software ab: Aim: To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self‐directed learning and teamwork in a nursing administration project. Background: Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. Methods: A longitudinal quasi‐experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used. The investigated learning outcomes were knowledge acquisition, knowledge retention, self‐directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. Results: There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem‐based learning (PBL), yielded effective student learning outcomes. Conclusion: PBL increased the students' self‐directed learning and teamwork. This strategy can be applied to side‐by‐side co‐teaching and post‐graduate year training programmes. Implications for Nursing Management: The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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