FACTORS AFFECTING THE TEACHING LEARNING IN NURSING EDUCATION

Factors Affecting The Teaching Learning In Nursing Education-Free PDF

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At the end of undergraduate period the nursing students are expected to achieve the. maximum level of clinical competence after receiving necessary and adequate theoretical and. practical instructions Matrons in hospitals and health care centers however encounter. graduates who have problems in doing some easy duties The results of researches suggest. that most new baccalaureate nursing graduates have adequate theoretical knowledge but lack. competence in the clinical environment Scheetz 1989 Tanner 1990 A lot of questions. occur about why this situation exists Why are recently graduated students unqualified What. factors affect the teaching and learning and what is the role of education in acquiring nursing. competence, Studying review of literature of researches on nursing education academic achievement and. professional competence we selected the variables affecting clinical competence. 2 Input Variables, Work experience in a field related to the health in the process of entering the nursing course as. a possible explanatory factor was included in the model Radwin 1998 proposed that. experience enhanced the recognition of subtle patient characteristics promoted intuitive. insight facilitated confidence and allowed consideration of a broader rang of information. intervention and outcomes Studying factors affecting clinical competence for senior nursing. students Klein and Fowles 2007 found that work experience related to health is positively. correlated to one of sub scales of competence leadership sub scale. In a case study Lewis 2010 studied educational barriers and factors affecting nursing. education through experiences of nursing students Results showed that nursing students. described such factors as motivation a supportive environment for learning teaching. methods curriculum design previous academic success and learning abilities as facilitators of. learning Learning barriers were also similar unsupportive environment for learning. teaching methods curriculum design and pace of program learning abilities and stress Thus. in this research students perceptions of the curriculum including content teaching methods. and assessment consider as a factor that affects learning and will eventually lead to. competence, Furthermore clinical experience is the most important component of nursing education. Walker 2005 Gaberson and Oermann 2007 Learning environment provides the setting for. learning and at the same time acts as a participant in teaching and learning Loughlin and. Suina 1982 cited in Jecklin 1998 It can support impede or limit learning opportunities for. students Reilly and Oermann 1992 Learning environment has been described as. influencing the development of student cognitive affective and psychomotor skills. Pascarella and Terenzini 1991 Hart and Rotem 1994 Some believe that the students. perceptions of their environment are considered by some to have even more influence on. student learning than does the actual environment because the perceptions influence the way. a student approaches a task and thus ultimately determine the quality of learning outcomes. Cust 1996 cited in Jecklin 1998 If the education system is student centered it is important. to define students conceptions of the environment and adjust the environment in order to. better learning because it is possible for students to interpret one environment in different. ways Thus student s perception of clinical learning environment and his her experiences can. affect the nurse s performance Clinical learning environment including opportunities and. challenges of clinical learning and supports and feedback of nursing teachers has been. inserted in the research as a factor affecting clinical competence. GSE JOURNAL OF EDUCATION 2013 e ISBN 978 967 11768 0 1. WorldConferences net 175,3 Process Variables, Self efficacy refers to opinions and beliefs of people about their abilities and eligibilities in. controlling their performance and consequents affecting the life In nursing education. especially clinical education little studies have been done on nursing students self efficacy. Andrew 1998 Moreover little researches have distinctly studied the effect of these factors. on academic and clinical performance Opacic 2003 Harvey and McMurray 1994 have. demonstrated that the less self efficacy students have the less opportunity to pass academic. courses Bandura 1995 states that self efficacy is one of personal beliefs that people need it. to success and may shows its way of thinking and action So it can be stated that professional. eligibility is related to self efficacy Functional failure is not necessarily stemmed from weak. performance but less self efficacy may be a factor of ineffective use of achieved skills. Bandura 1997 Harvey and McMurray 1994 have stated that self efficacy affects. professional improvement of clinical nurses, In expectancy value theory motivation is ordered by this expectancy that the behavior has a.
special outcome which is valuable Wigfield 1997, Obviously if it is assumed that an education consequent is unachievable or invaluable. students will be unmotivated Bandura 1995 cited from Landry 2003 Consequents. expectation and values are not sufficient to provoke high level performance For example. students may believe that of their hard work they will be graduated and get a good job. expecting a positive consequent but they may seriously doubt their capabilities to learn the. materials on an exam low self efficacy Self efficacy and consequent expectation are. related but they are separable in situation in which outcomes are poorly linked with. performance quality for example when all students get good scores and they are graduated. regardless of performance Low self efficacy expectations may prevent a person from. attempting to perform a task even if he she is certain that the performance of that task would. lead to desired outcome Successful performance of a given behavior is the most powerful. source of for strong self efficacy expectations Hacket Webtz 1981 Bandura 1997. Lent s performance model has been tested in relation to what influences ongoing. performance and persistence Social Cognitive Career Theory SCCT provides a framework. that relates concepts from the existing career theories with the intent to identify and explain. the dynamic relationship between variables that affect academic and career interest. development choice and performance Lent and Brown 1996 Lent et al 2002 Primary. variables in SCCT including self efficacy outcome expectation and goals are derived from. Bandura s social cognitive theory These three variables are considered key to person s career. development and reflect the person s agency or self direction Lent 2002. The main framework of SCCT includes three models reflecting academic and career. development These three models are as follows interest development choice and. performance In the first model interest development variables of self efficacy and outcome. expectation directly influence interest choices People tend to identify with interests that are. reinforced by positive self efficacy and outcome expectation Lent and Brown 1996 Also. will develop a disinterest in activities that cause self efficacy doubt and expectations of. negative outcome Lent and Brown 2002 cited from Pakieser reed 2006 Choice as the. second model is more complicated model than interest Additional variables are incorporated. in the model include person inputs distal contextual affordances and contextual influences. proximal to choice behavior person Inputs essentially reflect the person s genetic and health. factors Distal contextual affordances include the person s background family culture and. socioeconomic influences Both person input and contextual variables affect personal learning. experiences These experiences are the primary source of self efficacy and outcome. expectation Lent et al 2002 Comparing the before two models the third model. performance model is a rather simple model The performance is the level of accomplishment. GSE JOURNAL OF EDUCATION 2013 e ISBN 978 967 11768 0 1. WorldConferences net 176, and the persistence of behavior in career related pursuits Lent et al 2002 p 277 Having a. performance model plays an important role in a career The key variables in this model are. ability or past performance self efficacy outcome expectation performance goals and. Performance attainment Ability or past performance reflects person s achievement aptitude. and performance experiences The ability affects the development and ongoing assessment of. self efficacy and outcome expectation which then affects performance goals and performance. attainments performance attainment loops back to ability and the cycle continues with. adaptation based on this new information Lent et al 2002. 4 Theoretical Framework, According to three performance models of Lent variables of self efficacy belief outcome. expectations and interest as intermediate variables and input variable including individual. variables age sex and before experiment and educational variables content of the. curriculum and the perception of the clinical learning environment have been inserted into. the research, Although there are reliable findings about academic performance of nursing students there. are little data in hand about factors of achieving clinical competence Doing this research we. can enrich current knowledge in this field in addition to indicate factors affecting clinical. competence Research framework for this research is as follows. 5 Methodology,5 1 Sample and data collection method.
This research is a descriptive study of correlation type The population includes undergraduate. students of 5 to 8 semester of nursing major at Universities of Medical Sciences of Razavi. Khorasan Province Among Universities of Medical Sciences of Razavi Khorasan Province. two universities were selected in access Data for this research were collected through census. of 5 to 8 semesters nursing students of these two universities A total of 162 questionnaires. were collected To fill the questionnaire students were asked to accurately identify their. achieved skill level in each statement The confidentiality of answers was insisted on Each. student had 15 minutes for filling the questionnaire SPSS 16v was used for data analysis. GSE JOURNAL OF EDUCATION 2013 e ISBN 978 967 11768 0 1. WorldConferences net 177,6 Instrumentation, In the present research the questionnaire was used to collect data Instrumentation of this. research is divided into some parts The first part was demographic information questions and. questions related to interest and before experience The second part related to clinical. competence questionnaire The third part was related to educational factors questionnaire The. next part was about self efficacy beliefs and the last part was related to outcome expectation. questionnaire, In the present research a self assessment method was used to measure clinical competence. The used questionnaire is made by the researcher through combining amending and. classifying items of some other clinical questionnaires schwirian 1978 Scheetz 1989. Williams et al 2008 Vanaki 2009 questionnaire items divided into three areas of. cognitive affective and psychomotor and ordered based on nursing process The validity of. this questionnaire has been approved by the nursing professors and counselors. Educational factors are related to two variables of curriculum and clinical learning. environment Curriculum variable is supported by questions about the relationship between. curriculums teaching methodology evaluation methods in nursing course and desirable. effective performance of students In fact these questions measure students idea about. curriculum including content relation between theoretical and practical courses teaching. methods and evaluation methods These questions are researcher made and were designed. adopting some instruments about the relation between performance and education Statements. of clinical learning environment variable are a researcher made and adopted one The validity. of statements of this questionnaire has been approved by the professors. The following Table 1 indicates the measures of the study variables used in the study The. reliability of this questionnaire was also indicated by a pre test and measuring Cronbach s. alpha coefficient Self efficacy scale and Outcome expectations scale items were adopted. from previous studies by Schwarzer Jerusalem 1995 and Landry 2003. Table1 Instrumentation of the study variables,Study variables No of Cronbach s. items Source of scale Type of scale alpha,coefficient. Clinical 31 Researcher maker 5 points Likert 0 94,competence scale.
Educational factors 24 Researcher maker 5 points Likert 0 83. Self efficacy 10 Schwarzer 5 points Likert 0 88,Jerusalem 1995 scale. Outcome 16 Landry 2003 5 points Likert 0 84,expectation scale. 7 Findings, The age spectrum of the population with 162 samples was 20 30 with the mean age of 22 2. 67 3 percent of the sample was female 21 percent of the sample had before experience related. to health The average of clinical competence was 3 44 percent for females and 3 21 percent. for males There is a significant relationship between sex and clinical competence t 2 21. P 0 05 Females achieved significantly more clinical competence than males However there. is no significant relationship between those who had experience in nursing and practice and. FACTORS AFFECTING THE TEACHING LEARNING IN NURSING EDUCATION Rezwan Hakimzadeh17 Akram Ghodrati18 Novroozali Karamdost19 Hossein Ghodrati20 Jamal Mirmosavi21 hakimzadeh ut ac ir ABSTRACT One of the criteria for effective learning in nursing education is Clinical competency by students Clinical competence is the ability to effectively integrate cognitive affective and psychomotor skills

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