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Implementation of case studies in papers, undergraduate didactic nursing courses: a qualitative study. © Dutra; licensee BioMed Central Ltd. 2013. Received: 28 September 2012. The implementation of unfolding scenario-based case studies in the didactic classroom is associated with learner-centered education. The utilization of learner-centered pedagogies, such as case studies, removes the focus from the business instructor and instead places it on the student. Learner-centered pedagogies are believed to improve students’ levels of cognition. The purpose of term papers for $10 this study was to examine how nurse educators are implementing the pedagogies of movie title essay italics case studies in their undergraduate didactic courses. The goal was to papers examine, document, report, and, ultimately, implement the strategies. Purposeful sampling was utilized in this qualitative, multisite-designed study.
For each of the to solving math problems four participants, three separate site visits were completed. Observations and post-observational interviews took place at term, each site visit. Transcribed data from interviews, observations, and course documents were imported into the computer program Nvivo8 . Repetitive comparative analysis was utilized to complete the data coding process. The guiding research question of plan this study sought to investigate the implementation strategies of case studies in didactic nursing courses. The implementation of case studies by the participants reflected two primary patterns: Formal Implementation (FI) and Informal Implementation (II) of case studies. The FI of case studies was further divided into two subcategories: Formal Implementation of term case studies used Inside the Classroom setting (FIIC) and Formal Implementation of cases studies used Outside of the Classroom (FIOC). Results of this investigation have led to an increased understanding of implementation strategies of unfolding scenario-based case studies in undergraduate nursing didactic courses.
Data collected were rich in the description of specific methodologies for utilization of case studies and may serve as a resource for faculty in development of creative strategies to enhance the didactic classroom experience. The level of competency at dramaturgy research, which a graduate from nursing school must perform has been raised. This escalation of the competency level for nurses has been attributed to the increase in the complexity of term patient conditions and the increase in technological skill required to chinese practice in a complex healthcare environment [ 1 – 6 ]. Historically, nurse educators have relied upon papers for $10 scholastic content that was based primarily on nursing textbooks [ 2 – 4 ] and [ 7 ]. Students listened to title essay lectures for extended periods of time, often for 3 hours straight, with only occasional breaks. This approach was very instructor-centered.
The students’ passive inactivity lead to decreased learning opportunities in term for $10, the classroom environment (3). The concern now is thesis, not that the old pedagogies once relied upon are no longer sound techniques, but that nurse educators have not adapted their pedagogies to include newer methodologies that are believed to papers enhance their students’ levels of thinking and reflect practices in the current healthcare setting [ 1 , 3 , 4 ]. Nurse educators need to adapt their pedagogies to essays include the papers facilitation of chinese thesis thinking/learning at a higher level [ 1 ]. Learner-centered classroom environments promote learning that is at the analysis, synthesis, and evaluation level of Bloom’s taxonomy of cognitive educational outcomes. This level is term papers for $10, indicative of a higher level of thesis cognition and is often associated with long-term recall [ 8 ]. An example of a pedagogy that is deemed to term papers be learner-centered is unfolding, scenario-based, case-study analysis [ 1 – 4 ] and research, [ 9 , 10 ]. Term? The purpose of this study was to my career plan graduation examine how nurse educators are implementing the pedagogies of case studies in their undergraduate didactic courses. The anecdotal documentation of term pedagogical implementation of case studies, by steps math, exemplar educators, provides a foundation for term, future investigation of chinese thesis database effective teaching strategies, potentially leading to evidence-based practice guidelines for term papers for $10, nurse educators. Nursing instructors who are at the forefront of utilizing learner-centered educational strategies that focus on improving learning and thinking skills are of crucial importance. Without the knowledge of how these effective pedagogical components are implemented, the chinese database quest to disseminate effective teaching strategies to other nurse educators is at risk of term being stifled.
The goal of this study was to chinese uncover the term papers pedagogical methods being employed by graduate scholarship, those nurse educators who have achieved a learner-centered classroom environment. Term Papers? They were identified as lecturers who prescribed to reorganization the premise that the teaching method of case studies is needed to improve higher level thinking or, as often termed, critical-thinking [ 1 , 6 , 8 – 10 ]. A growing body of research has been devoted to the need for teaching nursing students how to papers for $10 be critical thinkers. A skill, according to nurse leaders, that is necessary to thesis database be competent within the complex healthcare environment where nurses practice [ 1 , 6 , 9 , 23 , 25 ]. A need exists, therefore, for nurse educators to improve their students’ critical-thinking or higher level thinking skills. To accomplish the fostering of higher-level thinking, the didactic component of nursing courses needs to be modified. The modification needed is a shift from the focus being on the teacher teaching to the learner learning [ 2 , 5 , 9 ]. A concept pointed out by Bastable (2008) is that students’ critical-thinking capabilities are enhanced if they have a voice in the learning process. An increase in the learning process is purported to be one of the term papers key factors in developing sound, critical-thinking skills. A voice in the learning process is the basis of a learner-centered educational environment [ 8 ]. A pedagogy associated with a learner-centered classroom environment is case-study analysis [ 2 , 3 , 9 , 11 – 14 ].
To establish an essay understanding of how effective nurse educators are implementing the teaching strategy of case studies, this study utilized two theoretical constructs: Information Processing Theory (IPT) [ 16 ] and Dimensions of Thinking Framework (DTF), established by Marzano et al. [ 15 ]. Term Papers For $10? Both of these theoretical constructs have been associated with the dramaturgy research essay facilitation of a learner-centered environment that ultimately fosters higher cognitive thinking [ 17 ]. Term? Both constructs were the lens by which this study attempted to conceptualize the dramaturgy research essay teaching pedagogies of term for $10 participants in this study. The two conceptual frameworks were not meant to reorganization be used as an evaluation tool of participants’ pedagogies; instead, they were employed as a method to papers describe the implementation strategies utilized by dramaturgy, effective educators and the reasoning behind their utilization. The IPT is term papers, a collection of business plan concepts that has its roots within cognitive psychology. For $10? It owes its inspiration to such noted psychologists as Piaget, Vygotsky, and Ausubel [ 16 ]. The IPT has a strong foundation within constructivism, and, although it pertains to enhancing learning, it serves as a guide upon which instructors base their teaching pedagogies [ 16 ]. The IPT contains six key components, each of which acts as a framework in which to movie view the specific teaching methods employed by the studies participants.
First , in order for meaningful learning to be achieved, students must relate the new material being learned to previous schema. Nurse educators who deliberately link knowledge learned in previous courses with current course material have chosen to adhere to the concept of linking schemas [ 8 ]. Second and term for $10, third , a new concept being presented must be organized in its delivery and presented at the appropriate education level for the students [ 8 ]. Fourth , students can handle only a given amount of new material at a time. If too much material is presented at one time, a situation known as cognitive overload may occur [ 8 ]. Often, didactic nursing courses are 3 hours long. Given the comprehensiveness of the material covered in most nursing classes and research essay, the length of time students are in class, cognitive overload is all but guaranteed without some sort of varied teaching approach. The effective nurse educator attempts to term papers for $10 diversify the method of content delivered, thus lessening cognitive overload [ 8 ].
Fifth , what is learned by the student must be constructed by the student, not simply derived from the environment. Sixth , students need to be active in the learning processes. The final two components are considered necessary to the enhancement of students’ awareness of reorganization how they learn, which in turn improves their learning capabilities [ 16 , 18 ]. Among other pedagogies, the teaching method of case studies is believed to assist nurse educators in allowing student nurses to actively create their own knowledge bases [ 5 ]. When the student creates the knowledge himself or herself, rather than attempting to understand through lecture only, learning increases [ 8 , 15 , 17 ]. The use of term case studies as a means by which to present a lesson ultimately allows students to chinese thesis make their own decisions regarding plans of care for patients. An effective nurse educator has a well-designed presentation so that students can arrive at an appropriate plan of care. The next step an papers effective educator might take is to have the student nurses verbalize how they arrived at their plans of care. Thus, students acknowledge their own leaning processes [ 5 ]. The second conceptual framework that guided this research was developed by Marzano et al. (1988): The Dimensions of graduate scholarship essay Thinking Framework . According to Marzano et al., the identification of key dimensions of thinking was needed to term provide educators with a framework to teach thinking. This framework focuses on movie title essay italics four dimensions of thinking.
Although Marzano labeled the dimensions as separate entities, he cautioned they were not designed to papers offer a hierarchy and actually represent a thinking continuum. Each dimension is seen to overlap and research, complement one another [ 15 , 17 ]. The four key dimensions are metacognition , critical thinking , creative thinking , and thinking processes [ 15 , 17 ]. Metacognition often has been described as the process of being aware of one’s own thought processes. The implication of encouraging students to become responsible for the monitoring of their own learning places the focus on the student instead of the teacher; thus is believed to be learner centered. The transfer of responsibility in and of term papers for $10 itself constitutes a higher level of cognition. The self-control aspect of the plan after graduation essays learning process allows students to seek out and work through cognitively weak areas of their comprehension [ 15 , 17 , 19 ]. The ability of students to evaluate what and how they think establishes a means by which they become lifelong learners, which all nurses ultimately must accept as their destiny [ 1 , 3 ]. According to Marzano, key pedagogies that an instructor should implement to enhance metacognitive skills include deliberate planning of activities that are designed to make the students question, analyze, and evaluate a given concept or process [ 15 , 17 ]. Term? The instructor’s facilitation of this metacognitive process is an absolute necessity. However, the student is the center of the process. Critical and creative thinking are seen as complementary. They do not represent two divergent thought processes.
For example, pedagogies designed to enhance students’ critical- and creative thinking skills need to include exercises that have more than one right answer. Essay? Given the fact that the environment that nurses practice in term, can change instantaneously, the need for instructors to movie title have students practice thinking about diverse points of view in term, the didactic lecture environment enhances the transfer of research essay learning by student-nurse to for $10 real-life nursing practice [ 3 , 10 ]. Within the DTF, the idea of “Thinking Processes” is seen to include simple cognitive skills, such as comprehension of specific principles and further includes the attainment of title essay more complex cognitive ability, such as researching, composing, and problem solving. When designing curriculum to include all of the term thinking processes, the instructor should first establish the key concepts and principles that need to be learned by the students. Dramaturgy Research? Marzano believed that establishing the key concepts are only the beginning, that the memorization type of teaching strategy employed by some nursing educators is simply not enough [ 17 , 18 ]. It is not feasible to teach all the necessary content that student nurses need to know; therefore, instructors must concentrate, instead, on term papers for $10 enhancing each student’s thinking skills so they can ultimately think through future complex situations [ 1 , 3 , 5 , 6 ]. This ideology explicitly pertains to math problems the education of student nurses. The amount of knowledge that a student nurse must master to practice in the 21st-century healthcare environment is increasing and changing daily. Therefore, according to Ironside, instructors need to stop adding content to an already packed curriculum and instead teach student nurses how to think beyond what content there is time to present [ 2 ]. Effective nurse educators who realize the importance of how information is processed and have an understanding of the term papers for $10 dynamic learning phases are a step ahead of other nurse educators when it comes to implementing teaching strategies that lead to higher levels of cognition.
They also are establishing a method for student nurses to continue learning throughout their careers. The use of the IPT and the DTF allowed for the identification of the reasoning behind the methodologies employed by to solving, participants in term for $10, this study. Both theories offered a framework for conceptualization of how the effective nurse educators within this study were implementing the pedagogy of case studies. How are effective nurse educators implementing the pedagogy of case studies in undergraduate didactic courses? How do effective nurse educators perceive that case studies enhance learning at a higher level of cognition? The blueprint for this investigation was a qualitative, multisite case-study design. Scholarship Essay? The rationale for utilizing a multisite case-study research design stemmed from the need to document the pedagogical interactions of nurse educators from a holistic vantage point that facilitated presentation of specific teaching strategies. Viewing the educators holistically, in term for $10, their own environments, allowed increased insight into their methodologies of graduate scholarship case study implementation. A purposeful sampling of nurse educators who teach didactic courses at California baccalaureate schools of nursing led ultimately to a participant population.
Inclusion in the study was based upon two criteria: (a) the participant had been referred by an individual who was a current administrator within a California baccalaureate school of term for $10 nursing (public and private institutions) (It was assumed that participant were utilizing case studies in their didactic courses.) and (b) an inventory score on the Orientations to Teaching Questionnaire (OTQ) identified the participant as primarily learner-centered in chinese, his or her approach to papers teaching in a didactic educational setting. Dramaturgy Research? The OTQ is a tool that was developed by Kember and Gow and term, identifies the instructor’s orientation or approach to didactic education at the college level [ 21 ]. The two approaches identified by Kember and Gow were (a) learner-centered teaching or (b) knowledge transmission, which is associated with a more traditional teacher-centered orientation to essay italics teaching [ 24 ]. Demographics and pseudonyms assigned. Location of University. Highest level of papers for $10 education. Type of course teaching. Semesters teaching course. Note : EdD (c) Doctorate in Education advanced to candidacy.
Collection of data was fourfold. It included (a) one initial interview privately with each participant; (b) three observations of lectures (approximately 2–3 weeks apart) with each participant; (c) debriefings immediately following each observation; and (d) the business plan obtaining of papers for $10 pertinent course documents from each participant, such as course syllabi and case studies. With consent, all interviews and chinese thesis database, observations were audio-recorded for analysis. Bogdan and Biklen compared a case-study design with that of a funnel [ 20 ]. At the top of the funnel, at its broadest point, case-study research maintains a holistic view. For $10? Data are collected by observing, interviewing, and graduate scholarship, reviewing pertinent documents obtained from each case.
As the funnel begins to term papers narrow in width, so does the next step in dramaturgy, a case-study design; thus, the tapering of collected data is initiated. This narrowing of the data is accomplished via coding. In the purest form, a case-study research design that bases its analysis on inductive and constant comparison procedures seeks to discover categories or patterns that develop without any preconceived assumptions [ 21 ]. The use of both the IPT and the DTF as conceptualizations offered this study a focus for term papers, gathering data. Their use was not seen as the establishment of preconceived patterns or themes. Their ideologies were utilized as a supportive framework for data collection rather than a tool for compartmentalization of data. The use of steps problems a conceptual framework as a guide for identifying patterns is appropriate, provided that they do not act to suppress naturally occurring themes [ 21 ]. Case-study qualitative research is based on term papers for $10 the ideology of a postpositivism viewpoint. The postpositivism view acknowledges that knowledge is relative; its counterpart, the steps to solving math problems positivism viewpoint, maintains that knowledge is absolute [ 21 ]. Term Papers For $10? Within this type of research design, a specific group of participants are observed in their natural environments [ 20 ]. This study observed in an unobtrusive manner the research naturally occurring events that took place in term papers, California baccalaureate schools of nursing while effective nurse educators taught their didactic nursing courses. The methodological underpinnings of this study were based on to solving math problems reality-focused research principles [ 20 ]. Each site or participant represented a unique case; however, each case also shared common characteristics.
This researcher’s rationale for term, utilizing a multisite, case-study research design stemmed from the need to my career plan after document the term papers for $10 pedagogical interactions of effective nurse educators from a holistic vantage point, a view that eventually allowed a detailed description to be presented. Following data collection and dramaturgy research essay, transcription, organization of field notes into raw data occurred. Open coding was then performed. During this process, raw data were reviewed analytically for repetition of key terms and phases, within each participant’s responses and also across participants’ responses. For $10? Data collected were analyzed by triangulation among the three data sources: interviews, observations, and course documents. Results reflected coded data that had been collapsed into title essay italics, patterns. A computer software program entitled NVivo 8 was utilized to term papers for $10 view data and categorize content. My Career Plan Graduation? The program allowed raw transcribed data to be organized, stored, and presented in an easily viewed format. The terms that were coded were viewed by the lens of the two theoretical frameworks, ultimately leading to themes that directly answered the papers two research questions.
As an external verification, a peer-review process was performed. A debriefing with an independent nursing faculty member was performed periodically during the analysis process. The faculty member who reviewed the coding process was a tenured doctorally-prepared individual who has published both qualitative and quantitative investigations. The NVivo files were overviewed on graduate scholarship essay three separate occasions and the coding process was deemed cohesive. In accordance with the for $10 Institutional Review Board (IRB) at the University of San Francisco (USF), San Francisco, California – United States of America and the American Psychological Association’s ethical principles, participants were informed in written form and provided with verbal clarification, as needed, of the study’s details. Movie Title Essay Italics? Approval from the Human Subjects IRB at USF was received. The identification number for approval is #11047343. Research question 1. How are effective nurse educators implementing the pedagogy of papers for $10 case studies in undergraduate didactic courses? Patterns of implementation of case studies in business reorganization, didactic nursing courses.
1. Formal Implementation of Case Studies (FI) 1a. Inside the Classroom (FIIC) 1b. Term For $10? Outside of the title Classroom (FIOC) 2. Informal Implementation of Case Studies (II) Patterns and subcategories of formal implementation of case studies in didactic nursing courses. Formal Implementation (FI)
Preplanned written format with due dates some completed as an individual project some as a group. Formal Implementation Inside the Classroom (FIIC) Prearranged Classroom presentations. Group and Individual. Role Playing (Impromptu Structured) Student to Faculty. Student to term Student. No prior information – Group Processes. Problem based learning with structure. Faculty as facilitator. Formal Implementation Outside the Classroom (FIOC)
Assigned Case Studies with due dates. Group and my career after graduation, Individual projects. Summative and Formative evaluation. Discussion Board Case Studies. Monitored by Faculty. Template specific case study reviews.
Student chooses patient from term for $10 clinical. Structured assignment format with due dates. Patterns of informal implementation of case studies in research, didactic nursing courses. Informal Implementation (II) The sharing of personal clinical experiences in an unfolding case study presentation. Not noted in syllabus or power points. Mini case studies.
Anecdotal notes about nurses experiences. Frequently implemented throughout lecture. Link patient symptoms to nursing care. Emphasis on emotional aspect. Repeated use of impromptu cases (planned) Research question 2 : themes presented by conceptual framework. Information processing theory. Dimensions of thinking framework.
“My classes are interactive” “Engage them with active learning” “Students think instead of just listen” “Stimulate their critical thinking” “Come to their own realizations” Knowledge constructed by student. “Visually connects content to care” “Makes care come alive” “Links lecture to patient care” “Practice thinking their thinking” Examples of formal implementation of case studies inside the classroom. All of the case studies represented common situations nurses might find when caring for papers, a specific patient population. Amy utilized cases within the classroom by presenting a situation and then having the students carry out the case with impromptu role playing. For instance, one of her cases involved the dramaturgy essay students interviewing an expectant mother regarding illicit drug use before and during her pregnancy. Amy presented the case and term papers, then had a student role play the interview process. As the case study unfolded further, she kept the students active in the process by questioning the appropriate nursing interventions and the rationale for each intervention. Movie Title Essay? Betty and Dana used an even more formal methodology. Students brought case studies into class and then, as a group, responded to term for $10 prearranged questions.
Dana sometimes had the students break into small groups to work through a case; she then had the class come back together as a whole and to solving problems, each group discussed their responses. Carol had a unique approach to for $10 formal case studies within the classroom. Within Carol’s syllabus, the session was represented by thesis database, “case-study day.” Students were told to bring their reference books and laptops to class. Term Papers? No other information was provided. The class started with Carol having her students break-up into groups. She handed out title italics, a case study to each of the student groups. She advised the students there would be no lecture, only a series of case studies that the students were going to analyze and present to papers the class. Carol termed this case study approach a form of problem-based learning. One example of plan after a case involved a Hispanic male who did not speak English, lived 70 miles away from the nearest hospital, and had to depend on family members for transportation. Term For $10? The patient had experienced a myocardial infarction and was also a newly diagnosed noninsulin dependent diabetic. All the cases included information, such as vital signs, medication lists, laboratory results, and radiology findings.
Each group had a different case to present. The instructions were initially to decide on after graduation three potential outcomes for each patient. Papers For $10? They then prioritized the nursing interventions for each of the movie title essay potential outcomes. Next, they came up with three questions they wanted to for $10 ask the entire class. Carol allowed 60 minutes for the group work, then gave them a break and brought the class back together as a whole. The groups took turns presenting their patients, the outcomes, and proposed nursing interventions. Chinese Thesis Database? They led discussions regarding the three questions they asked the term papers for $10 class, which were a mixture of thought-provoking questions and factual questions specific to nursing care. This second half of the activity occupied the graduate essay remainder of the class time, which was approximately 90 minutes. During the entire class, Carol acted as a facilitator by visiting each group during the group work. Papers For $10? Carol related that a group size of 4–5 students was optimal, but not always feasible. Examples of formal implementation of case studies outside of the classroom.
All four faculty utilized case study assignments outside of the classroom. Some of the case studies were assigned with grades given, and problems, some were formative. One method utilized by Dana, Betty, and Amy was discussion board assignments. For $10? Case studies were posted on the course management system, Blackboard®. The discussion board responses from the students were monitored for participation points by the instructor.
Carol utilized outside of the business reorganization classroom assignments in a slightly different manner. She supplied the students with three case study options from which to term for $10 choose for analysis. Movie Title? Students took the case studies home and worked on term papers them. Chinese Database? She gave each student a template of how the case should be presented. Carol encouraged study groups to work on the case studies at term, home, but required individual submission of case analysis. Amy’s outside-of-class case studies were termed “concept-analysis assignments.” For this assignment, the students chose a patient they had had in clinical that semester and plan, then wrote a case presentation about a specific concept that they had seen this patient exhibit or not exhibit. According to Amy, she gave them some ideas of concepts, such as “self-efficacy,” “diabetic management,” or “hope.” An outline of how to term papers approach the assignment was supplied in Amy’s syllabus. Examples of informal implementation of steps to solving math problems case studies. The informal use of case studies during lecture took the form of sharing personal clinical experiences (narrative pedagogy) [ 3 ]. The personal clinical experiences reflected impromptu mini-case studies.
Each of the four participants responded that they used personal experiences liberally within their lectures to present specific concepts. Amy related that she used “anecdotal notes” about personal experiences or experiences of other nurses, which were anonymously represented. She used these experiences in almost every lecture and often multiple times throughout her lecture. Betty stated, “It just happens. I’m an term papers oncology nurse and I have lots of my career plan after graduation essays stories.” She shared with me that she always “links fluid and electrolyte imbalances with her father’s hospitalization experience.” Betty pointed out that she “paints a picture” of what her father’s symptoms looked like to her, so that the students, when they see these symptoms, will link the physiological pathology with their assessments of patients with similar symptoms. Term Papers For $10? Carol stated that her years as a nurse have provided her with many personal stories that she has incorporated into her lecture format. She further explained that it is not only the steps problems physiological aspects of her mini-cases that she included in her stories but also “the emotional components of term papers for $10 them as well.” Most of the reorganization personal experience sharing initially came about spontaneously. However, over time, each participant stated she purposely included the same cases within her lectures repeatedly. As new experiences occurred, they were added to the lectures in the same pattern. The educators also stated they often used old experiences, from their early days as nurses, as examples of how far nursing has progressed. According to Dana, the sharing of real-life examples provided examples of how nursing care constantly changes; she used her old nursing stories to stress the importance of staying current with academic nursing journals and evidence-based practice.
Carol related, and as demonstrated by term papers for $10, the other participants, mini-cases of personal experiences will not appear within PowerPoint® slides, but are imbedded in every lecture. For instance, Carol used her experience as an intensive care nurse to describe the nursing care of a patient with intracranial pressure. The patient was a 16-year-old patient who was left a paraplegic following a motor vehicle accident. She was discussing the purpose of intracranial monitoring and title essay italics, related a specific incident regarding utilizing the monometer at the appropriate height. During all 12 site visits, each participant utilized informal case studies during class time. The cases were often brief and appeared to be recited extemporaneously. Upon clarification with each participant, they related that perhaps, initially, their use might have come to them while they were lecturing spontaneously; however, their repetitive use each semester subsequently has continued.
As Carol stated, it was “the real-life personal experiences that keeps them (students) interested during a three-hour lecture.” According to term papers the Amy, the students want to know about “real-life” nursing. Research question 2. How do effective nurse educators perceive that case studies enhance learning at a higher level of cognition? Each of the four participants was asked to describe her perceived benefits of the implementation of case studies in didactic courses. They were also questioned regarding the factors that influenced their decisions to implement the pedagogy of case studies into plan, their class time.
According to term papers for $10 the participants, the students were asked to participate in the learning process when they used case studies. They have to essay italics “think,” according to Dana. She believed that the use of case studies has helped integrate the content within the didactic portion of nursing school and the clinical. Betty stated that case studies are “nursing in term, action.” She further stated that case studies reinforced applications of nursing care, which she believed would enhance knowledge retention. Carol had a term for instructors who adhered to a traditional lecture format in their didactic course and graduation, never varied their pedagogies: the talking head . She explained that she had been trying to be more of a guide to learning in the classroom rather than the person simply standing at papers, the front of the room doing all the talking. Initially, when she started pulling away from the talking head format, the students rebelled and stated they were confused.
She thought, “Okay, I have to graduation essays have a portion of the talking head in class while saving time for activity (such as case studies) woven into each class”. Betty related that she came to the realization that she needed to term combine some “active student-centered” components with her traditional PowerPoint® lecture format when she started paying attention to the distinctive “glazed-eyes-look” that students presented after an hour or so of class. She explained, “I would be throwing words out and hosing them down with the content,” and business reorganization plan, they would be “zoning out, not getting it.” Betty concurred with Carol that you cannot eliminate completely the traditional lecture format because students have a certain comfort level with this tradition; however, both are quick to defend the term for $10 addition of an graduate active-learning environment. All four participants stated that part of the problem was the length of class time involved in their courses. All of them had class times that were 3 hours long, once a week. Term? To keep the students active in the learning process, they stated they combined a learner-centered pedagogy and lecture with traditional PowerPoint® presentations on graduate essay a routine basis. Typically, for about 30 to for $10 40 minutes, they lectured in the traditional format and would implement some type of active- learning pedagogy for the rest of the time. The purpose of the movie title essay investigation was to examine methods of nurse educators who were implementing the pedagogy of scenario-based case studies in term, their didactic undergraduate nursing courses. When the themes of this investigation were matched with the guiding conceptual framework, an association was noticeable. A key component of the Information Processing Theory is the concept of cognitive overload.
A second component is the students’ activity level during the learning process. Chinese? The greater the activity level of the students, the more learning potential [ 16 , 18 ]. Papers For $10? All four participants emphasized their beliefs that simply lecturing, or as Carol called it, being the talking head, was not compatible with a learner-centered environment. The need to have students actively engaged during lengthy class was considered essential by the participants in scholarship essay, this investigation. The second conceptual framework that guided this research was developed by Marzano and is entitled The Dimensions of term papers Thinking Framework . Components of dramaturgy research this framework are metacognition, critical, and creative thinking . According to the participants within this investigation, it was the transfer of responsibility for term papers, learning from teacher to learner that was evident when case studies were implemented. Dramaturgy Essay? The transfer of responsibility is what encourages and enhances life-long learning for nursing students, thus allowing them to function adequately in term papers for $10, the complex healthcare setting upon graduation. The reasons cited for this successful transfer were that student nurses learn to analyze systematically complex situations in a safe environment (classroom) and are able integrate the knowledge into chinese thesis, their future practice as nurses with greater ease, which relates to the concepts of metacognition and critical thinking. Qualitative inquiry attempts to generate inductively knowledge regarding specific phenomena. The real world, rather than the laboratory, is the setting for term, this type of research [ 21 ]. Given the nature of case-study research and real-world observational data-collection tools, the questioning of results may be inevitable. Dramaturgy? The primary limitations lie with the amount of variables that could have influenced the findings.
One variable that could have influenced the results of for $10 this study was an inaccurate reporting of pedagogies by each participant during the interview process. Another potential limitation was that during the italics scheduled observation day, any participant could have inflated or exaggerated her performance during the lecture. One other factor that may have affected the results is that of researcher bias. For $10? A last possible limitation is the inability to plan after generalize this study’s findings to other nurse educators who might be implementing these same pedagogies. Term For $10? The small sample size (n = 4) is the business plan primary reason for this. The need for nurses to exhibit a higher standard of clinical competence is a direct result of increased technology, new treatment regimes, and term for $10, complex co-morbidity disease processes of patients. Contributory disease processes and advanced technology in my career after, the acute-care setting have sounded an term alarm among nurse leaders with respect to nursing education. This complexity of the hospital setting has caused nursing leaders to look at the need to improve the preparation practices of student nurses [ 22 ]. Nurses need, now more than ever, to be critical thinkers within their practices.
Therefore, the need to adequately prepare student nurses has come under scrutiny. It has been stipulated that exposure in nursing school to the practice of analyzing, synthesizing, evaluating, and then responding quickly to patients’ needs should be a priority of title nurse educators [ 22 ]. In order to adequately prepare nursing students, it has been suggested that nurse educators incorporate pedagogies that enhance the learning process for student nurses [ 1 – 4 ]. Pedagogies believed to enhance learning at a higher cognitive level are learner centered rather than teacher centered. Thus, pedagogies designed to papers enhance student nurses’ levels of thesis database thinking are those teaching methods that engage student nurses in the learning process. For $10? To engage student nurses in this higher-level learning process, an instructor must utilize learner-centered pedagogies, such as case studies [ 1 – 4 ]. The logical first step was to examine effective nurse educators in action. The explanation of how the participants within this study used the pedagogy of graduate case studies will act as a conduit for for $10, other nurse educators attempting to implement learner-centered pedagogies. The themes that developed from this investigation did, indeed, shed light on movie title the actual implementation strategies used for term papers, the pedagogy of case studies.
The finding that the pedagogy of case studies was implemented each day informally via narrative pedagogy by each of the participants was instructive. The informal implementation of case studies was comparable with the narrative pedagogy described by Ironside [ 2 ]. Each of the participants was aware of the research supporting the use of these informal cases studies, which are analogues to personal experiences of the educators. They were conscious of the findings that the content presented in reorganization, the informal cases was the content students cited as remembering most from term for $10 their coursework [ 2 , 11 , 13 ]. As Carol stated, “Students remember my stories (cases) best because that is what really happens in nursing”. The ability to make declarative statements regarding the sustained improvement in thinking when case studies are implemented has not been proven within this study and is the next recommended area of research. To perform this type of inquiry, both qualitative and quantitative investigations are needed. These investigations would need to take place in schools of nursing, where experimental and comparative groups could be organized. If nurse educators are unable to business plan perform large-scale inquiries into the relationship between case studies and cognition enhancement, smaller-scale investigational studies can be performed. The author would like to thank the four participants for their time and term papers for $10, insight. The author declares that he/she has no competing interest.
Del Bueno D: A crisis in dramaturgy research essay, critical thinking. Nurs Educ Perspect. 2005, 26 (5): 278-282. PubMedGoogle Scholar Ironside PM: New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy. J Nurs Educ. 2003, 42 (11): 509-515. PubMedGoogle Scholar Ironside PM: “Covering content” and term papers, teaching thinking: deconstructing the additive curriculum. J Nurs Educ. 2004, 43 (1): 5-12. PubMedGoogle Scholar Ironside PM: Teaching thinking and reaching the limits of memorization: enacting pedagogies. J Nurs Educ.
2005, 44 (10): 441-449. PubMedGoogle Scholar Valiga TM: Teaching thinking: is it worth the thesis effort?. Term Papers For $10? J Nurs Educ. 2003, 42 (11): 479-481. Scholarship? PubMedGoogle Scholar Walsh CM, Seldomridge LA: Critical thinking: Back to square two. Term? J Nurs Educ. 2006, 45 (6): 212-219. PubMedGoogle Scholar Keating SB: Curriculum development and evaluation in research, nursing. 2006, New York: Lippincott Williams and Wilkins Google Scholar Bastable S: Nurse as educator: Principles of teaching and for $10, learning for nursing practice. Steps To Solving? 2008, Boston: Jones and Bartlett Publishing Google Scholar Staib S: Teaching and measuring critical thinking.
J Nurs Educ. 2003, 42 (11): 499-508. Google Scholar Tanner CA: Thinking like a nurse: A research- based model of clinical judgment in papers, nursing. J Nurs Educ. 2006, 45 (6): 204-211. PubMedGoogle Scholar Diekelmann N: Narrative pedagogy: heideggerian hermeneutical analyses of the lived experiences of students, teachers, and clinicians. Adv Nurs Sci. 2001, 23: 53-71. View ArticleGoogle Scholar Kern CS, Bush KL, McCleish JM: Mind-mapping care plans: integrating an chinese thesis database alternative to traditional care plans. J Nurs Educ. 2006, 45 (4): 112-120.
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2003, 42 (10): 444-448. PubMedGoogle Scholar Marzano RJ: Designing a new taxonomy of educational objectives. 2001, Thousand Oaks, CA: Corwin Press, INC. Google Scholar Ormrod JE: Educational psychology: Developing learners(4th ed.). 2003, Upper Saddle River: Merrill Prentice Hall Google Scholar Marzano RJ, Brandt RS, Hughes CS, Jones BF, Presseisen BZ, Rankin SC, Suhor C: Dimensions of thinking: A framework for curriculum and instruction. 1988, Alexandria, VA: Association for Supervision and Curriculum Development Google Scholar Shimamura AP: What is metacognition? The brain knows. Term Papers For $10? Am J Psychol. 2000, 113 (1): 142-147. 10.2307/1423465.
View ArticleGoogle Scholar Ausubel DP: The psychology of chinese thesis meaningful verbal learning. 1963, New York: Grune Stratton Google Scholar Bogdan R, Biklen S: Qualitative research for education; an introduction to theories and methods. 2007, Boston: Pearson Education Inc. Google Scholar Patton MQ: Qualitative research evaluation methods. Papers? 2002, Thousand Oaks, CA: Sage Publications, Inc. Google Scholar American Association of graduate essay Colleges of Nursing: The essentials of baccalaureate education: For professional nursing practice. Term? 2009, Washington, DC: Author Google Scholar Benner P, Sutphen M: Learning across the business profession: the clergy, a case in point. J Nurs Educ. 2007, 46 (3): 103-108. PubMedGoogle Scholar Kember D, Gow L: Orientations to term papers teaching and their effect on the quality of student learning.
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40 Useful Words and Phrases for Top-Notch Essays. The secret to a successful essay doesn’t just lie in the clever things you talk about and the way you structure your points. To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered. Developing the term for $10, language skills to research, build an argument and to write persuasively is crucial if you’re to papers, write outstanding essays every time. In this article, we’re going to equip you with the words and reorganization phrases you need to write a top-notch essay, along with examples of how to utilise them. It’s by no means an exhaustive list, and term papers there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills – whether you’re a native English speaker or taking your first steps into writing essays in English. Let’s start by looking at language for general explanations of complex points. Usage : “In order to” can be used to introduce an graduate scholarship, explanation for the purpose of an argument.
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Usage : “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example : “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.” Words and phrases for demonstrating contrast. When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting. Usage : Use “however” to introduce a point that disagrees with what you’ve just said. Example : “Scholar A thinks this.
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Law National Admissions Test (LNAT): Essay Questions. The Law National Admissions Test (LNAT) is a difficult examination that is used by a number of for $10, universities, in order to determine which candidates are the movie title essay italics, best fit for for $10, their law programme. The LNAT is movie title incredibly tough. It is almost impossible to revise for, and requires an understanding of term papers, various cultural, social and ethical issues. The questions asked in the LNAT will test you on graduate scholarship, the skills needed to work within the legal profession. All of this means that the LNAT is not a test of knowledge, but one of aptitude. The LNAT combines strategic questioning with analytical assessment, in order to determine how well candidates can argue, understand and interpret written information. In order to pass the LNAT, you will need to demonstrate your ability in the following areas: Analytical Ability; Reading Skills; Interpretations; Comprehensive Understandings; Inductive and Deductive Reasoning Skills; Verbal Skills; The LNAT is designed to separate the candidates who are strongest, from papers, those who aren't suitable for a career in the Law sector. Law courses, regardless of the research essay, university at which they take place, are extremely difficult.
By setting the term for $10, LNAT, universities can filter out the weakest candidates from their selection policy; and only give places to candidates who have a good chance of succeeding on to solving math problems, their course. You will only be required to sit the LNAT if the university that you are applying to is part of the LNAT consortium. For $10! The list is as follows: University of Birmingham University of Bristol Durham University University of Glasgow King's College London The University of Nottingham. University of Oxford SOAS University of London University College London (UCL) NON-UK UNIVERSITIES: National University of Ireland (NUI), Maynooth IE University (Spain) Further information on the LNAT, and registration, can be found in my career plan after essays our guide! The Essay Section of the papers for $10, LNAT will require you to answer one essay question out of three possible choices. Your answer should be no longer than 750 words, and a standard essay should be between 500 to 600 words. You will only have 40 minutes to conduct the entire essay, and so time management is crucial. You will need to construct a clear and concise argument that is straight to the point, provides a quality argument, and movie most importantly is written in a persuasive, controlled and detailed manner. The best preparation for your LNAT in regards to for $10 the essay section of the assessment, is to scholarship essay practice drafting essay plans and reading high quality newspapers (usually in the form of papers for $10, a broadsheet).
Reading newspapers will allow you to gain a basic understanding of the goings-on in the world around you, including current affairs, economics, technological changes, and social developments. You are not expected to have a detailed understanding of the essay topics which will appear in the exam. What is expected from you, is to create an argument based on explanations, assumptions and dramaturgy analysis that fundamentally form a persuasive and conclusive argument. When choosing which question you are going to answer, it is important that you feel comfortable enough to write approximately 600 words on that topic in for $10 a clear, informative and database analytical manner. For $10! You will need to keep yourself informed of current affairs and read up on what is going on both internationally and locally, if you wish to score high marks on your LNAT. You need to have the ability to dramaturgy research coherently structure your argument, so that it reads well. The sole purpose of the LNAT essay is for you to term papers for $10 demonstrate your ability to persuasively conduct an argument and convey your thoughts in the best way possible.
Although your essay does not get marked, and it does not form part of your LNAT score, it will be the only piece of writing that your chosen university will have access to. If your multiple-choice grade is borderline, then it is likely that your university will make their decision based upon your answers to the essay section; therefore, it is very important you are prepared for this section. During the planning stages of your essay, you should ask yourself the following four questions: The structure of your essay is important. Essay! You need to be able to convey each stage of your thought process. You will no doubt have had to write lots of papers for $10, essays prior to taking your LNAT assessment. Thus, you will be no stranger to the basic format of any essay: the introduction, the main body and the conclusion. This is no different in the LNAT. For more tips on planning and structuring your essay, purchase our fantastic LNAT guide! For this section, you will have 40 minutes in which to my career plan after essays answer one question from a choice of three possible essay topics; Planning your answer and working through a mental structure of for $10, what to include in your answer will help in terms of time management.
If you make a solid plan before you begin writing, chances are you will have a better understanding of movie italics, what you want to include in your essay; Generally, the essay section should be between 500-600 words; You should aim to spend the first 15 minutes of your time planning and term for $10 writing your introduction. Spending this much time on this part of your essay will demonstrate to the assessor that you have carefully thought about what you want to say; You should spend 15 minutes on the main body of dramaturgy research essay, your essay. This will include all of the main points and arguments you wish to make. Get straight to the point; do not waffle. Provide evidence and examples to support your reasoning and hypothesis; You need to term papers for $10 think realistically about how much time you have to make the number of points you want to discuss. Steps To Solving Problems! Distributing your time between each point will not only term make your essay read more coherently, but it will ultimately demonstrate to the assessor that you have not spent too much time on one point, and movie title italics not enough time on another; You should spend the remaining 10 minutes concluding and re-reading your essay.
Conclusions should only focus on the points you have already referred to. Summarise your key points and demonstrate your view/opinion on the overall matter; Assumptions work as well as facts. As long as you say what the term papers, assumptions are and what they mean in terms of the argument, your essay will still gain strong marks; The essay does not want you to 'sit on chinese thesis database, the fence' with your answers. You need to take a side and make a compelling argument. Now, let's look at two sample essay questions, and how to answer.
This should give you some idea of what to expect. When answering this question, the first thing you need to be aware of is the definition of patriotism itself. Patriotism is defined as having an emotional attachment to and pride in papers a nation, which an individual recognises as their homeland. This question is asking you to analyse two things. -Firstly, it wants you to consider the reasons that you believe people should or shouldn't be patriotic. -Secondly, the question wants you to look at the consequences of patriotism, and dramaturgy research essay consider whether we should or shouldn't be patriotic in a wider context.
For example, you could look at the positive effects of patriotism; i.e. Term Papers For $10! taking an business reorganization plan interest in the affairs of one's nation, paying taxes, providing social support etc., and contrast these with the negative effects of for $10, patriotism; i.e. nationalism, war and hatred. Introduction . You should start off your essay by defining what patriotism is, before moving on to stating whether you believe it to database be a good or bad thing. Then, you should state (briefly) why you believe this. For example, if you are against patriotism you could state that there are a number of social and economic reasons for this. If you do include any assumptions, then make sure you tackle these in your essay. For. Papers! If you are arguing for patriotism, there are a number of ways in which you can make your argument: -Primary amongst these, you could argue, is the positive impact that patriotism has upon the citizens of a nation. Patriotism encourages people to keep to the laws of the country, work for the greater good of the nation and provide support to other citizens within that nation. -Patriotism often has the result that people of one nation are seen as a 'family', and will stand up for one another, living in unity and respect.
The more patriotic the citizens of a nation, the graduate essay, more they will work to build a stronger and healthier nation. This is particularly true for moments of national crisis. It's important for people not to feel alone in these circumstances, which can often be extremely emotionally testing. Term! A good example of this is the 9/11 attacks in thesis America. The people of the USA banded together to support one another, making the events much easier to term cope with from an emotional standpoint. -On a more minor level, patriotism also leads to positive events such as the World Cup or the Olympics, where national teams compete. Against . In order to argue against thesis database, patriotism, there are a number of points which you could make: -You could start by enforcing the idea that patriotism is subconsciously xenophobic. We are all members of the human race, and are no different to one another. Countries are just arbitrary borders designed to term papers for $10 enforce the idea that English are different from Spanish, Italians from Germans etc. Math Problems! This is not healthy, and often leads to a severe clash of for $10, cultures.
-Secondly, there are numerous examples from history that indicate patriotism being a negative thing. Primary amongst these is the after essays, world wars. In particular, World War 2 was caused by extreme national pride (in Germany). Combined with severe social unrest, this led to an uprising which resulted in the deaths of millions of people. -You could also argue that despite the success of term for $10, events such as the thesis database, World Cup, there is still an underlying xenophobia prevalent from the citizens of each nation towards other nations. I.e. the English are rooting against term for $10, the Italians, or the Germans, or the Spanish. Such events could easily be held without this. Often, it leads to people who aren't patriotic being ostracised or treated as traitors. This is not healthy. Counter . To counter the above, you could argue that there is movie title italics a difference between patriotism and nationalism. Term! Patriotism means having a healthy respect for your nation, whereas nationalism is the steps problems, term for papers, taking this to extreme levels.
World wars were caused by nationalism and not patriotism. Patriotic people are not encouraged to hate people of other nations; just to take pride and respect in chinese their own. Patriotism should not be blamed for papers, the behaviour of extremist individuals. Rebuttal . Dramaturgy! You could respond to the above by stating that although there is term a difference between patriotism and nationalism, patriotism breeds nationalism. Database! By enforcing an unnecessary and unhealthy idea that people of one nation are different from those of another, we generate tension between countries, which leads to a sense of term, hatred from disenchanted individuals.
This results in extremist behaviour, and accelerates global conflicts. Conclusion . In your conclusion, you should pick a side, and then summarise the points that you have made for this side. Just as in the essay, it is a good idea to acknowledge the other side of the argument or one particular key facet of this side; before dismissing it with a strong counter argument. Make sure you clearly define the side that you have chosen, and the reasons that you have done this. This question requires you to examine the question of whether schools should have a uniform for graduate, their students. That is to term for $10 say, a uniform which marks them out as being a student of the school/college/organisation. In order to steps to solving answer this question, you should consider the following points.
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