The Effects of Curricular Approaches to the Development of the Student's Clinical Reasoning Ability

2.50
Hdl Handle:
http://hdl.handle.net/10755/304320
Category:
Abstract
Type:
Presentation
Title:
The Effects of Curricular Approaches to the Development of the Student's Clinical Reasoning Ability
Author(s):
Mfidi, Faniswa Honest
Lead Author STTI Affiliation:
Non-member
Author Details:
Faniswa Honest Mfidi, MCur, BACur (Hons), BACur, BCurAdvanced Psych, mfidifh@unisa.ac.za
Abstract:

Session presented on: Monday, July 22, 2013

Purpose: The adoption of Problem based learning (PBL)'as an innovative teaching and learning approach in health science education, was viewed as an effort to move away from content-focused learning approach.' Pioneers of Problem based learning (PBL) envisioned it as an approach that promotes and develops critical thinking and problem solving skills.' A comparative study was undertaken to explore the effects of PBL and traditional approaches on the development of clinical reasoning abilities of nursing students following Baccalaureate Curationis programme in two different universities.

Methods: A comparative analysis using descriptive and cross sectional survey design, was undertaken. Using a quota sampling technique, a sample of 87 subjects was used from two different university nursing departments, each using these curricular approaches i.e PBL and traditional approaches. Structured individualized interviews of nursing students from the first, second and fourth year levels were conducted using the Triple Jump Exercise as an instrument of data collection.' SPSS Computer software package was used to analyse data for both descriptive and statistical summarizations.

Results: Though the descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Turkey's method showed no significant differences by approaches.' The only significant difference existed between the students' levels of study with senior levels (4th years) outperforming their juniors.

Conclusion: The study findings therefore concluded that, students using problem based learning and traditional approach perform on a similar level in clinical reasoning.

Keywords:
Clinical reasoning ability; teaching and learning approaches; Problem based learning
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryAbstracten
dc.typePresentationen
dc.titleThe Effects of Curricular Approaches to the Development of the Student's Clinical Reasoning Abilityen
dc.contributor.authorMfidi, Faniswa Honesten
dc.contributor.departmentNon-memberen
dc.author.detailsFaniswa Honest Mfidi, MCur, BACur (Hons), BACur, BCurAdvanced Psych, mfidifh@unisa.ac.zaen
dc.identifier.urihttp://hdl.handle.net/10755/304320-
dc.description.abstract<p>Session presented on: Monday, July 22, 2013</p><b>Purpose: </b>The adoption of Problem based learning (PBL)'as an innovative teaching and learning approach in health science education, was viewed as an effort to move away from content-focused learning approach.' Pioneers of Problem based learning (PBL) envisioned it as an approach that promotes and develops critical thinking and problem solving skills.' A comparative study was undertaken to explore the effects of PBL and traditional approaches on the development of clinical reasoning abilities of nursing students following Baccalaureate Curationis programme in two different universities. <p><b>Methods: </b>A comparative analysis using descriptive and cross sectional survey design, was undertaken. Using a quota sampling technique, a sample of 87 subjects was used from two different university nursing departments, each using these curricular approaches i.e PBL and traditional approaches. Structured individualized interviews of nursing students from the first, second and fourth year levels were conducted using the Triple Jump Exercise as an instrument of data collection.' SPSS Computer software package was used to analyse data for both descriptive and statistical summarizations. <p><b>Results: </b>Though the descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Turkey's method showed no significant differences by approaches.' The only significant difference existed between the students' levels of study with senior levels (4<sup>th</sup> years) outperforming their juniors. <p><b>Conclusion: </b>The study findings therefore concluded that, students using problem based learning and traditional approach perform on a similar level in clinical reasoning.en
dc.subjectClinical reasoning abilityen
dc.subjectteaching and learning approachesen
dc.subjectProblem based learningen
dc.date.available2013-10-22T20:33:29Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:33:29Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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