2.50
Hdl Handle:
http://hdl.handle.net/10755/160433
Type:
Presentation
Title:
Making the Paradigm Shift: a Review of Nursing Pedagogical Models and Approaches
Abstract:
Making the Paradigm Shift: a Review of Nursing Pedagogical Models and Approaches
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2003
Author:Paniagua-Ramirez, Carmen
Contact Address:CON, 4301 West Markham St. Slot 529, Little Rock, AR, 72205-7199, USA
In higher education as well as in nursing undergraduate programs, the current dominant paradigm is known as the “Instruction/Teaching Paradigm”. According to this paradigm, faculty serves to transfer information in a manner that allows the acquisition of that material by the student. Conversely, the “Learning Paradigm” described by Robert Barr and John Tagg (1995), suggests that faculty use innovative approaches to create learning environments that will enable students to develop knowledge through self-learning. This exploratory qualitative study examined nursing literature from 1980 to 2000 in an effort to explicate emerging pedagogical models and approaches in the context of a learning paradigm. Nursing literature was examined to determine the presence, if any, of a shift in nursing education to a learning paradigm, which dimensions and themes within a learning paradigm context were present, and the implications for nursing baccalaureate programs addressed in each pedagogical model and approach studied. Following a content analysis approach, a coding system helped in the development of themes, tables, conceptual matrix, and conceptual analyses. Results indicated that a trend or movement towards a learning paradigm through the integration of learning-centered themes into the traditional instructional pedagogies is taken place in undergraduate nursing education. Major implications were suggested from the pedagogies analyzed. This study enhances the pedagogic literacy of faculty and provides a background to evaluate the usefulness of diverse approaches in baccalaureate nursing education. AN: MN030215
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMaking the Paradigm Shift: a Review of Nursing Pedagogical Models and Approachesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160433-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Making the Paradigm Shift: a Review of Nursing Pedagogical Models and Approaches </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Paniagua-Ramirez, Carmen</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">CON, 4301 West Markham St. Slot 529, Little Rock, AR, 72205-7199, USA</td></tr><tr><td colspan="2" class="item-abstract">In higher education as well as in nursing undergraduate programs, the current dominant paradigm is known as the &ldquo;Instruction/Teaching Paradigm&rdquo;. According to this paradigm, faculty serves to transfer information in a manner that allows the acquisition of that material by the student. Conversely, the &ldquo;Learning Paradigm&rdquo; described by Robert Barr and John Tagg (1995), suggests that faculty use innovative approaches to create learning environments that will enable students to develop knowledge through self-learning. This exploratory qualitative study examined nursing literature from 1980 to 2000 in an effort to explicate emerging pedagogical models and approaches in the context of a learning paradigm. Nursing literature was examined to determine the presence, if any, of a shift in nursing education to a learning paradigm, which dimensions and themes within a learning paradigm context were present, and the implications for nursing baccalaureate programs addressed in each pedagogical model and approach studied. Following a content analysis approach, a coding system helped in the development of themes, tables, conceptual matrix, and conceptual analyses. Results indicated that a trend or movement towards a learning paradigm through the integration of learning-centered themes into the traditional instructional pedagogies is taken place in undergraduate nursing education. Major implications were suggested from the pedagogies analyzed. This study enhances the pedagogic literacy of faculty and provides a background to evaluate the usefulness of diverse approaches in baccalaureate nursing education. AN: MN030215 </td></tr></table>en_GB
dc.date.available2011-10-26T22:56:19Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:56:19Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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