Process-oriented guided-inquiry learning (POGIL) application in Fundamental Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/308300
Category:
Abstract
Type:
Presentation
Title:
Process-oriented guided-inquiry learning (POGIL) application in Fundamental Nursing Education
Author(s):
Roller, Maureen Carroll
Lead Author STTI Affiliation:
Alpha Omega
Author Details:
Maureen Carroll Roller, DNP, ANP-BC, RN, mrolleranp@aol.com
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

Process-oriented guided-inquiry (POGIL) learning in nursing education was explored in a descriptive comparative study at a private Northeastern University in the United States. POGIL is a method of teaching, utilizing student centered learning rather than the exclusive use of a lecture style teaching method. POGIL research has been documented in science classes but not in nursing education.

Two classes in a private school of nursing were included in this pilot study.  Both classes were students in fundamentals classes during their first semester of the third year of a nursing program with the same professor. One group was offered the opportunity to participate in POGIL exercises during class time. The participants completed 6 group case scenario exercises in 45 minutes intervals after lecture. The groups were comprised of four-five students who worked together on the scenario. A team leader of each group presented the information to the class. The instructor encouraged them to use critical thinking skills throughout the exercise.

Another Fundamentals class of nursing students was given the opportunity to complete the scenarios individually on-line after a lecture. The non-participant group had the opportunity to submit the work to their professor individually. The scenarios were a non-credit assignment for both groups.

The POGIL study compared the relationship between grades on a national standardized exam of participant and non-participant groups of students. The results revealed the subjects’ participant group final mean was higher than non-participant group. The study was a small sample of one participating class of 25 and had a mean result on the standardized exam of 79.2%. The non-participant group of 25 subjects had a mean of 73.4% on the same standardized examination. Further research is needed to evaluate the POGIL approach of group scenario case studies utilization in nursing education compared to the traditional lecture approach.

Keywords:
Fundamental Nursing Course; Process-oriented guided-inquiry (POGIL); Pilot Quantitative Comparative Research Study
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleProcess-oriented guided-inquiry learning (POGIL) application in Fundamental Nursing Educationen_GB
dc.contributor.authorRoller, Maureen Carrollen_GB
dc.contributor.departmentAlpha Omegaen_GB
dc.author.detailsMaureen Carroll Roller, DNP, ANP-BC, RN, mrolleranp@aol.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308300-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>Process-oriented guided-inquiry (POGIL) learning in nursing education was explored in a descriptive comparative study at a private Northeastern University in the United States. POGIL is a method of teaching, utilizing student centered learning rather than the exclusive use of a lecture style teaching method. POGIL research has been documented in science classes but not in nursing education. <p>Two classes in a private school of nursing were included in this pilot study.  Both classes were students in fundamentals classes during their first semester of the third year of a nursing program with the same professor. One group was offered the opportunity to participate in POGIL exercises during class time. The participants completed 6 group case scenario exercises in 45 minutes intervals after lecture. The groups were comprised of four-five students who worked together on the scenario. A team leader of each group presented the information to the class. The instructor encouraged them to use critical thinking skills throughout the exercise. <p>Another Fundamentals class of nursing students was given the opportunity to complete the scenarios individually on-line after a lecture. The non-participant group had the opportunity to submit the work to their professor individually. The scenarios were a non-credit assignment for both groups. <p>The POGIL study compared the relationship between grades on a national standardized exam of participant and non-participant groups of students. The results revealed the subjects’ participant group final mean was higher than non-participant group. The study was a small sample of one participating class of 25 and had a mean result on the standardized exam of 79.2%. The non-participant group of 25 subjects had a mean of 73.4% on the same standardized examination. Further research is needed to evaluate the POGIL approach of group scenario case studies utilization in nursing education compared to the traditional lecture approach.en_GB
dc.subjectFundamental Nursing Courseen_GB
dc.subjectProcess-oriented guided-inquiry (POGIL)en_GB
dc.subjectPilot Quantitative Comparative Research Studyen_GB
dc.date.available2013-12-19T17:29:31Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:29:31Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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.en_GB
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