scholarly journals A VARIETY OF TEACHING-LEARNING STRATEGIES TO IMPROVE THE CARING BEHAVIOR OF NURSING STUDENTS

2018 ◽  
Vol 4 (6) ◽  
pp. 545-551
Author(s):  
Anastasia Anna ◽  
Aan Nuraeni ◽  
Atlastieka Praptiwi
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Learning Strategies ◽  
Well Being ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
P Value ◽  
Caring Behavior ◽  
Carative Factors ◽  
Teaching Learning

Background: Caring is the essence of nursing that is believed vital in improving the health and well-being of patients and in facilitating health promotion. Nursing education has a fundamental role in shaping a positive student’s caring behavior.Objective: This study identified the caring behavior of the final-year nursing students after completing a critical care nursing course unit by implementing assorted teaching-learning strategies.Methods: This study was a descriptive research using a comparative design. Samples were recruited from a group of 152 final-year students using a random sampling technique (n=76). Data were collected using a valid and reliable Indonesian caring instrument consisting of 32 items based on Watson’s ten carative factors. Data were analyzed using descriptive statistics by calculating mean scores of students’ caring behavior. A paired t test was performed to evaluate the difference between caring behavior before and after completion of the course unit involving a diverse teaching learning strategies, such as face-to-face lectures in the class, quizzes and practicums, facilitated small group case-based discussions, and expert reviews.Results: Results showed that more than half of the students had negative caring behavior before (59.22%) and after (54.55%) participating in learning process. There was also a barely statistical unsignificance in the change of caring behavior following the course unit that involved various learning strategies (p value = 0.276). Further analyses of the 10 carative factors revealed that there was a significant change in transpersonal teaching-learning, provision for a supportive, protective, and/or corrective mental, physical, sociocultural, and spiritual environment, and spiritual environment and existential-phenomenological spiritual forces (improved, p value <0.05).Conclusions: Student-centered learning is a good approach to enhance the students’ critical thinking skills. However, in implementing the approach, there is a need to reevaluate appropriate method so as to simultaneously develop students’ critical thinking skills, caring behavior, and empathy.

scholarly journals Determinan Adversity Quotient dan Kemampuan Berpikir Kritis Dengan Stres Pada Mahasiswa Yang Sudah Bekerja

2020 ◽  
Vol 4 (2) ◽  
pp. 145
Author(s):  
Riris Andriati ◽  
Fenita Purnama Sari Indah ◽  
Renti Yunita
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
P Value ◽  
Cross Sectional ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
The World

The incidence of stress was quite high, reaching more than 350 million people in the world and ranked 4th in the world. The purpose of this study was to determine the relationship between adversity quotient and critical thinking ability with stress on nursing students in the Widya Dharma Husada Tangerang School of Health Science who are already working. The method of this research was analytic study with a cross sectional approach. The number of samples was 96 students at Widya Dharma Husada Tangerang School of Health Science in 2020. Sampling used non-probability sampling techniques with purposive sampling. The results showed that respondents had a moderate adversity quotient of 48 respondents (50%) and respondents who think critically are not good as many as 61 respondents (63,5%). Statistical test results obtained the, then it can be concluded that there is a significant relationship between adversity quotient with stress (p-value = 0.004) and critical thinking skills with stress (p-value = 0.015) Keywords:Adversity QuotientCritical thinkingStressABSTRAKAngka kejadian stres tergolong cukup tinggi memperoleh lebih dari 350 juta penduduk di dunia dan berada di peringkat ke-4 penyakit di dunia. Tujuan Penelitian ini adalah untuk mengetahui hubungan adversity quotient dan kemampuan berpikir kritis dengan stres pada mahasiswa program b keperawatan di STIKes Widya Dharma Husada Tangerang yang sudah bekerja. Metode Penelitian ini merupakan penelitian analitik dengan pendekatan cross sectional. Jumlah sampel sebanyak 96 mahasiswa di STIKes Widya Dharma Husada Tangerang Tahun 2020. Pengambilan sampel menggunakan teknik non probability sampling dengan purposive sampling. Hasil penelitian diperoleh bahwa responden memiliki adversity quotient sedang sebanyak 48 responden (50%), responden yang berpikir kritis kurang baik sebanyak 61 responden (63,5%). Hasil uji statistik diperoleh, maka dapat disimpulkan bahwa ada hubungan yang signifikan antara adversity quotient dengan stres (p-value=0,004), dan kemampuan berpikir kritis dengan stres (p-value=0,015). Kata Kunci: Adversity QuotientKemampuan Berpikir Kritis,Stres

scholarly journals IT teachers’ experience of teaching-learning strategies to promote critical thinking

10.28945/2124 ◽  
2015 ◽  
Author(s):  
Elsa Mentz ◽  
Roxanne Bailey
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pair Programming ◽  
Thinking Strategies ◽  
The Subject ◽  
Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers therefore need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. IT teachers received a once-of face-to-face professional development where some teachers received professional development in critical thinking strategies and other IT teachers received professional development in critical thinking strategies infused in pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation. Although teachers are initially willing to change their ways, they are not always willing to implement new teaching-learning strategies.

scholarly journals IT Teachers’ Experience of Teaching–Learning Strategies to Promote Critical Thinking

10.28945/2257 ◽  
2015 ◽  
Vol 12 ◽  
pp. 141-152 ◽  
Author(s):  
Roxanne Bailey ◽  
Elsa Mentz
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pair Programming ◽  
Thinking Strategies ◽  
The Subject ◽  
Teaching Learning ◽  
Initial Interviews

Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers, therefore, need to be empowered to utilize appropriate teaching–learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. Participating IT teachers received once-off face-to-face professional development where some teachers received professional development in critical thinking strategies while other IT teachers received professional development in critical thinking strategies infused into pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews, it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation than on the totality of pair programming infused with critical thinking. Although teachers were initially willing to change their ways, they were not always willing to implement new teaching–learning strategies.

scholarly journals Andragogy and teaching techniques to enhance adult learners’ experience

2021 ◽  
Vol 11 (11) ◽  
pp. 31
Author(s):  
Nicole Lewis ◽  
Venise Bryan
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Techniques

Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Implementasi Media Pembelajaran Komik Islam Untuk Meningkatkan Prestasi belajar dalam berpikir Kritis Siswa di Sekolah

2016 ◽  
Vol 17 (1) ◽  
pp. 110 ◽  
Author(s):  
Anip Dwi Saputro
Keyword(s):  
Student Achievement ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
P Value ◽  
Learning Achievement ◽  
Critical Thought ◽  
Post Test ◽  
Student Questionnaire ◽  
Research Experiment

The goals of this research are : determine learning achievement in students' critical thinking during the learning using the medium of comics Islam. This research is a research experiment using two classes; kontrol one class and one class treatment. In this study using respondents 72 students to test experimental comic learning media Islam. This research aims to improve student achievement in students' critical thinking about the use of pre test, post test and student questionnaire responses. Data from these assessments were analyzed using SPSS. 18.0 with Anacova test. The results showed that: (1) there is a relationship between learning achievement with the critical thinking skills of students because the p value (Sig.) Of <0.05, (2) there is a relationship between the media with critical thinking skills of students because the p value (Sig.) <0:05 and (3) there is influence student achievement and learning media to the critical thinking skills of students because the p value (Sig. Corrected Model) <0.05. Keywords : Islamic comics as learning resources, student testing grades, and critical thought.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

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