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Collaborative learning using nursing...

Austria, Mary Jean.

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Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients./
作者:	Austria, Mary Jean.
面頁冊數:	49 p.
附註:	Source: Masters Abstracts International, Volume: 49-05, page: .
Contained By:	Masters Abstracts International49-05.
標題:	Health Sciences, Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1490943
ISBN:	9781124580753

Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients.
Austria, Mary Jean.

Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients. - 49 p.

Source: Masters Abstracts International, Volume: 49-05, page: .

Thesis (M.S.)--The University of Utah, 2011.

A forecasted nursing shortage is expected to impact the United States health care system within the next decade. This will result from a spike in the number of older adults who will require nursing care and a concurrent decrease in the number of qualified nursing faculty to train the future workforce. Nursing institutions must be prepared to increase enrollments provide education to the future nurses if nursing enrollment increases in response to the projected needs. With an anticipated rise in nursing students despite the dwindling number of qualified nursing instructors, new approaches to clinical instruction will be required.

ISBN: 9781124580753Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients.
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245 1 0 $a Collaborative learning using nursing student dyads in the clinical setting: Experiences and perceptions of students and patients.
300 $a 49 p.
500 $a Source: Masters Abstracts International, Volume: 49-05, page: .
500 $a Adviser: Alexa K. Doig.
502 $a Thesis (M.S.)--The University of Utah, 2011.
520 $a A forecasted nursing shortage is expected to impact the United States health care system within the next decade. This will result from a spike in the number of older adults who will require nursing care and a concurrent decrease in the number of qualified nursing faculty to train the future workforce. Nursing institutions must be prepared to increase enrollments provide education to the future nurses if nursing enrollment increases in response to the projected needs. With an anticipated rise in nursing students despite the dwindling number of qualified nursing instructors, new approaches to clinical instruction will be required.
520 $a Despite recommendations for nursing education reform, there remains a discrepancy between nursing instruction in the classroom and student learning that takes place in the clinical setting. Innovative models of clinical instruction must be developed to bridge this gap between theory and practice. The Active Engagement Model (AEM) is an innovative model of clinical instruction that aims to provide an environment for clinical instructors that facilitates the incorporation of the curriculum into clinical instruction. An integral component of the AEM is the formal pairing of student nurses to work collaboratively on one patient assignment.
520 $a The specific aim of this research was to explore student and patient experiences and perspectives of collaborative learning when student peer dyads are used in clinical teaching. Interpretive descriptive design was used as a framework to explore the perspectives of students and patients. Data collected from 11 students and 9 patients provided insight to the merit of student learning pairs and its place in clinical nursing education.
520 $a The interviews conducted revealed that both students and patients perceived that student learning pairs promoted collaborative learning which resulted in students feeling supported and more confident and able to complete tasks more efficiently as a result of division of labor. Students also perceived more direct clinical oversight from the instructor. Findings provided insight to the issues associated with the roles of the student, patient and clinical instructor that can be used to inform the use of formal student pairing in the clinical setting.
520 $a Innovative models of clinical instruction may be able to promote congruency between what students learn in the classroom and clinical practice. The use of student nurse dyads engaged in collaborative learning in the clinical setting requires further study to determine its role in clinical instruction.
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790 1 0 $a Doig, Alexa K., $e advisor
790 1 0 $a Hardin, Pamela K. $e committee member
790 1 0 $a Richards, Donna F. $e committee member
790 1 0 $a Baraki, Katie M. $e committee member
790 $a 0240
791 $a M.S.
792 $a 2011
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