Nursing students perceptions of their role in the learning process
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Nurse educators have identified oversaturated curriculum as a factor influencing adequate preparation of nursing students for beginning practice. The dynamic nature of healthcare contributed to content laden curriculum. As advances in knowledge, science, and technology emerged, nurse educators’ added content to nursing education curriculum in an effort to prepare students sufficiently with the knowledge and skills needed as a new
nurse. To address the issue of content saturation, the current trend in nursing education is to move from a traditional curriculum to a concept-based curriculum. The concept-based curriculum approach emphasizes student centered learning; student centered learning employs teaching strategies that rely on students taking an active role in their learning.
The problem is student centered teaching strategies require students to recognize and adapt to their role in the learning process.
The purpose of this qualitative, phenomenological design study was to explore Bachelor of Science in Nursing (BSN) student perceptions of their role (their lived experiences) in the learning process. Awareness of student perceptions of their role and the faculty role in learning will inform nursing education practice. For this study, the researcher interviewed 18 students enrolled in a BSN program at a small, private, faithbased university in Texas. Interview questions asked by the researcher elicited student perceptions of their role and of the faculty role in the learning process. Data analysis revealed two primary themes and one secondary theme related to the student role and three primary themes related to the faculty role. Primary themes emerging related to student perceptions of their role in the learning process were preparedness and engagement; the secondary theme was attitudes. Primary themes emerging related to
student perceptions of the faculty role were relational, invested, and teaching. Awareness and understanding of student perceptions assist faculty to better facilitate student learning and achieve the desired outcome of well-prepared new nurses.
This dissertation has also been disseminated through University of Mary Hardin-Baylor Townsend Memorial Library Digital Collections, http://umhblibrary.contentdm.oclc.org/cdm/ref/collection/p16668coll9/id/3081. The author retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Evidence Level||Qualitative Study, Phenomenology|
|Research Approach||Qualitative Research|
Student Nurse Role;
Nurse Education Curriculum;
|CINAHL Subject(s)||Students, Nursing, Baccalaureate;
|Grantor||University of Mary Hardin-Baylor|
|Level||Doctoral – Other|
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