Enhancing Learning Effectively: A Project-Based Learning Undergraduate Education on Critical Thinking and Group Collaboration

2.50
Hdl Handle:
http://hdl.handle.net/10755/153916
Type:
Presentation
Title:
Enhancing Learning Effectively: A Project-Based Learning Undergraduate Education on Critical Thinking and Group Collaboration
Abstract:
Enhancing Learning Effectively: A Project-Based Learning Undergraduate Education on Critical Thinking and Group Collaboration
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Lin, Yu-Chuan, RN, MN, PhD
P.I. Institution Name:Tzu Chi University
Title:Assistant Professor
[Evidence-based Practice Session Presentation] Purpose: The purpose of this study was to examine nursing students' perceptions of the use of Project-Based Learning over a 12-week period in a traditional nursing undergraduate curriculum. Methods: Descriptive Phenomenology provided the methodological basis for data generation and analysis. Face-to-face interviews and observations were conducted with 46 senior nursing students. A total of 78 interviews was yielded during the multiple occasions of data collection. Thematic analysis guided by Giorgi (1985) and van Manen (1990) were used to analyze the text generated from the interviews and field note. Results: Critical thinking, Active Learning, Group Collaboration, Learning from Peer, and Integrating and Synthesizing Knowledge were the five major themes. Sub-themes and meaning units of each theme offered details of students' feelings, thoughts, concerns, and learning-oriented responses to a Project-Based Learning Journey. Conclusion: This study informs nursing educators that Project-Based Leaning can be a useful and effective educational approach to meet the needs of today's learners and to enhance their learning effectively.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEnhancing Learning Effectively: A Project-Based Learning Undergraduate Education on Critical Thinking and Group Collaborationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153916-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Enhancing Learning Effectively: A Project-Based Learning Undergraduate Education on Critical Thinking and Group Collaboration</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Lin, Yu-Chuan, RN, MN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Tzu Chi University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">witch@mail.tcu.edu.tw</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session Presentation] Purpose: The purpose of this study was to examine nursing students' perceptions of the use of Project-Based Learning over a 12-week period in a traditional nursing undergraduate curriculum. Methods: Descriptive Phenomenology provided the methodological basis for data generation and analysis. Face-to-face interviews and observations were conducted with 46 senior nursing students. A total of 78 interviews was yielded during the multiple occasions of data collection. Thematic analysis guided by Giorgi (1985) and van Manen (1990) were used to analyze the text generated from the interviews and field note. Results: Critical thinking, Active Learning, Group Collaboration, Learning from Peer, and Integrating and Synthesizing Knowledge were the five major themes. Sub-themes and meaning units of each theme offered details of students' feelings, thoughts, concerns, and learning-oriented responses to a Project-Based Learning Journey. Conclusion: This study informs nursing educators that Project-Based Leaning can be a useful and effective educational approach to meet the needs of today's learners and to enhance their learning effectively.</td></tr></table>en_GB
dc.date.available2011-10-26T12:36:33Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:36:33Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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