2.50
Hdl Handle:
http://hdl.handle.net/10755/162161
Category:
Abstract
Type:
Presentation
Title:
First Year Nursing Students' Adjustment to Context-Based Learning
Author(s):
Worrell, Judith A.; Profetto-McGrath, Joanne
Author Details:
Judith A. Worrell, RN, BScN, MN, Faculty Lecturer, After Degree Program Coordinator, University of Alberta, Edmonton, Alberta, Canada, email: judy.worrell@ualberta.ca; Joanne Profetto-McGrath
Abstract:
CASN Nursing Academic Leadership Conference: Students accustomed to conventional teaching approaches experience challenges adjusting to context-based learning (CBL). This study set out to describe the experiences of first year baccalaureate nursing students during initial exposure to CBL and identify characteristics contributing to their adjustment. A descriptive correlation design was used to examine relationships among variables and address three research questions. A self-report questionnaire compiled from several instruments, measured uncertainty, coping, self-direction, ability to retrieve resources, and critical thinking dispositions among students in their first term at a large university in Western Canada. Data about self-confidence, group work, and communication was collected in three focus groups. Correlation analysis revealed a positive, significant relationship between confidence and adjustment to CBL, as well as academic performance. Appropriate workload, clear goals, and critical thinking dispositions were also positively related to adjustment. Truth seeking was positively related to performance. Focus group interviews generated rich data regarding student adjustment. The findings build on an understanding of the phenomenon of adjustment to CBL and suggest students adjust and reconcile with CBL within the first term of study to varying degrees along a continuum; and indicate implications for nursing education to enhance positive adjustment and foster transformative learning.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2008
Conference Name:
CASN Nursing Academic Leadership Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Toronto, Ontario, Canada
Description:
Conference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleFirst Year Nursing Students' Adjustment to Context-Based Learningen_GB
dc.contributor.authorWorrell, Judith A.en_US
dc.contributor.authorProfetto-McGrath, Joanneen_US
dc.author.detailsJudith A. Worrell, RN, BScN, MN, Faculty Lecturer, After Degree Program Coordinator, University of Alberta, Edmonton, Alberta, Canada, email: judy.worrell@ualberta.ca; Joanne Profetto-McGrathen_US
dc.identifier.urihttp://hdl.handle.net/10755/162161-
dc.description.abstractCASN Nursing Academic Leadership Conference: Students accustomed to conventional teaching approaches experience challenges adjusting to context-based learning (CBL). This study set out to describe the experiences of first year baccalaureate nursing students during initial exposure to CBL and identify characteristics contributing to their adjustment. A descriptive correlation design was used to examine relationships among variables and address three research questions. A self-report questionnaire compiled from several instruments, measured uncertainty, coping, self-direction, ability to retrieve resources, and critical thinking dispositions among students in their first term at a large university in Western Canada. Data about self-confidence, group work, and communication was collected in three focus groups. Correlation analysis revealed a positive, significant relationship between confidence and adjustment to CBL, as well as academic performance. Appropriate workload, clear goals, and critical thinking dispositions were also positively related to adjustment. Truth seeking was positively related to performance. Focus group interviews generated rich data regarding student adjustment. The findings build on an understanding of the phenomenon of adjustment to CBL and suggest students adjust and reconcile with CBL within the first term of study to varying degrees along a continuum; and indicate implications for nursing education to enhance positive adjustment and foster transformative learning.en_GB
dc.date.available2011-10-27T09:58:01Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:01Z-
dc.conference.date2008-
dc.conference.nameCASN Nursing Academic Leadership Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationToronto, Ontario, Canadaen_US
dc.descriptionConference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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