2.50
Hdl Handle:
http://hdl.handle.net/10755/153968
Type:
Presentation
Title:
Project-Based Learning and Peripheral Vascular Disease
Abstract:
Project-Based Learning and Peripheral Vascular Disease
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Duvall, Judy, MSN, RN, CCRN
P.I. Institution Name:The University of Alabama
Title:Doctoral Student
Co-Authors:Donna Beuk, MSN, RN; Venius Turner, MSN, RN-C
21st INRC [Evidence-Based Practice Presentation] Project-based learning (PBL) engages students, improves test scores and increases collaborative learning opportunities.ÿ It is theoretically predicated upon the work of John Dewey and grounded in contemporary learning sciences research.ÿ PBL is well researched in other educational domains, but there is little research in nursing education.ÿ This proposal begins to address this gap by demonstrating how the main feature of PBL, a driving question, guided effective instruction and motivated students to engage in meaningful learning of peripheral vascular disease (PVD) in a medical-surgical nursing courses at 3 nursing schools and 4 programs (2 BSN; 2 ADN). PVD includes arterial and venous problems of the circulatory system that students have difficulty separating when understanding conditions that occur.ÿ To guide and motivate students to acquire a deeper understanding about PVD, students were presented the driving question.ÿ "What is going on with the Addams Family?"ÿ This question anchored student inquiry after they were (a) grouped into teams of 4-5; (b) assigned a member of the Addams family; and (c) presented with a critical PVD outcome associated with each family member (e.g., pulmonary emboli, femoral artery occlusion, venous ulcer). The goal of the driving question was to work backwards from the critical outcome of the PVD condition to determine medical causes, nursing assessments, interventions, patient education needs and identify if anything could have prevented the outcome.
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.titleProject-Based Learning and Peripheral Vascular Diseaseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153968-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Project-Based Learning and Peripheral Vascular Disease</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Duvall, Judy, MSN, RN, CCRN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The University of Alabama</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Doctoral Student</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">judyjoduvall@earthlink.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Donna Beuk, MSN, RN; Venius Turner, MSN, RN-C</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Project-based learning (PBL) engages students, improves test scores and increases collaborative learning opportunities.&yuml; It is theoretically predicated upon the work of John Dewey and grounded in contemporary learning sciences research.&yuml; PBL is well researched in other educational domains, but there is little research in nursing education.&yuml; This proposal begins to address this gap by demonstrating how the main feature of PBL, a driving question, guided effective instruction and motivated students to engage in meaningful learning of peripheral vascular disease (PVD) in a medical-surgical nursing courses at 3 nursing schools and 4 programs (2 BSN; 2 ADN). PVD includes arterial and venous problems of the circulatory system that students have difficulty separating when understanding conditions that occur.&yuml; To guide and motivate students to acquire a deeper understanding about PVD, students were presented the driving question.&yuml; &quot;What is going on with the Addams Family?&quot;&yuml; This question anchored student inquiry after they were (a) grouped into teams of 4-5; (b) assigned a member of the Addams family; and (c) presented with a critical PVD outcome associated with each family member (e.g., pulmonary emboli, femoral artery occlusion, venous ulcer). The goal of the driving question was to work backwards from the critical outcome of the PVD condition to determine medical causes, nursing assessments, interventions, patient education needs and identify if anything could have prevented the outcome.</td></tr></table>en_GB
dc.date.available2011-10-26T12:38:50Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:38:50Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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