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Students perceptions of learning outcomes from group-based, problem-based teaching and learning activities

Forbes, H., Duke, Maxine and Prosser, M. 2001, Students perceptions of learning outcomes from group-based, problem-based teaching and learning activities, Advances in health sciences education, vol. 6, no. 3, pp. 205-217, doi: 10.1023/A:1012610824885.

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Title Students perceptions of learning outcomes from group-based, problem-based teaching and learning activities
Author(s) Forbes, H.
Duke, Maxine
Prosser, M.
Journal name Advances in health sciences education
Volume number 6
Issue number 3
Start page 205
End page 217
Publisher Springer Netherlands
Place of publication Dordrecht, Netherlands
Publication date 2001-11
ISSN 1382-4996
1573-1677
Keyword(s) learning outcomes
perceptions
problem
based learning
undergraduate nursing students
Summary Objective: A study aimed at exploring the variation in perceptions of learning outcomes reported by undergraduate nursing students enrolled in a problem-based learning subject in a pre-registration Bachelor of Nursing course (BN).
Method: Students were asked to respond to four open-ended questions which focussed on their learning outcomes in the different teaching/learning modalities of the subject. Data were analysed in two phases using a modified phenomenographic analysis. In the first phase a set of categories of description were developed from the student responses to questions related to the learning modalities. In the second phase the individual responses were classified in terms of the categories. Finally, correlations between the learning modalities were identified. In this paper the approach to analysis, the process of category identification and the correlations between the learning modalities will be described and the implications for further research and teaching will be discussed.
Results: The findings indicated that there were two distinct groups of student responses. Inward focussed students who described outcomes in terms of their own learning and students whose focus was outward i.e. describing learning in terms of patient care and how learning relates to that care. Another important result shows the relationship between the learning modalities and outcomes. From the students' perspective, the most sophisticated outcomes of the lectures and laboratories were ideas and skills to be used and applied in clinical settings. Whereas, the group-based activities in which clinical problems were presented to the students in the form of Situation Improvement Packages (SIPS) focussed their attention on the clinical setting which constituted a preparation for the realities of clinical practice.
Conclusion: The findings from this study indicate that students perceive their learning in the group based teaching/learning modality (SIPS) as effective in focussing them on the reality of their role in the clinical practice environment while lectures and laboratories provided the skills and knowledge required for this setting.

Language eng
DOI 10.1023/A:1012610824885
Field of Research 111099 Nursing not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2001, Kluwer Academic Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006586

Document type: Journal Article
Collection: School of Nursing and Midwifery
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