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Nurse Educ Pract ; 12(1): 52-9, 2012 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-21664187


Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (Biggs and Tang, 2007), however, its use to inform and determine skills curricula in nursing is less well documented. This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course. Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum. This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors' views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators.

Competencia Clínica/normas , Bachillerato en Enfermería/normas , Estudiantes de Enfermería/psicología , Curriculum/normas , Bachillerato en Enfermería/organización & administración , Estudios de Seguimiento , Humanos , Evaluación de Programas y Proyectos de Salud , Psicología Educacional
Occup Ther Health Care ; 18(4): 13-28, 2005.
Artículo en Inglés | MEDLINE | ID: mdl-23927650


Problem based learning (PBL) in occupational therapy education has become very popular, although the efficacy of this teaching method has not been well documented. The purpose of this study was to evaluate the effectiveness of a PBL case in meeting faculty generated learning objectives. A pretest/posttest design was utilized to evaluate students' perceptions of content acquisition. A two-way ANOVA with repeated measures was completed; results yielded a significant difference among the pretest and posttest scores (p-v < 0.01). The posttest mean scores were higher, which indicated that students perceived they acquired the intended knowledge and PBL was an effective method to facilitating learning.

Occup Ther Int ; 11(3): 160-76, 2004.
Artículo en Inglés | MEDLINE | ID: mdl-15297896


Problem-based learning (PBL) in occupational therapy (OT) education has become increasingly important. However, the efficacy in identifying clinical reasoning skills has not been well researched. The purpose of this study was to evaluate the utilization of clinical reasoning by students in the USA and Scotland. Thirty OT students were videotaped during a PBL case. Responses were transcribed and compiled into 122 statements. The two primary investigators independently coded each of the responses into one of five categories: Procedural, Interactive, Conditional reasoning, N/A, or Other. Intraclass correlation coefficients reflected strong reliability between the two raters (ICC = 0.914). Results of this study indicated that the predominant form of clinical reasoning was procedural in nature (61%) followed by conditional reasoning (27%) and interactive reasoning (12%). Students in Scotland tended to use interactive reasoning more than the students in the USA. Further research is needed to explore educational models to foster clinical reasoning skills in occupational therapy students.

Competencia Clínica , Terapia Ocupacional , Solución de Problemas , Estudiantes de Medicina , Adulto , Femenino , Humanos , Masculino , Escocia , Estados Unidos