A STUDY ON TEACHING-LEARNING METHODS TO PROMOTE …

A STUDY ON TEACHING-LEARNING METHODS TO PROMOTE SELF-DIRECTED LEARNING FOR

WOMEN’S HEALTH NURSING

JIIN KIM, RN, NMW, Ph.DDirector of Daegu Clinical Simulation Center, Daegu Health college

Assistant Professor, Department of Nursing, Daegu Health College, Korea

Copyright ⓒ JIINKIM All rights reserved.

CONTENTS

I. Background & Purpose

II. Method

III. Results

IV. Conclusion

BACKGROUND & PURPOSE

25th International Nursing Research Congress


Nursing

Scientific

KnowledgeAutonomy

Decision Making


Task of Nursing Students

Learning to think like a nurse

Learning to act like a physician

http://en.wikipedia.org/wiki/File:RedCrossNursen.jpg

http://en.wikipedia.org/wiki/File:RedCrossNursen.jpg


Nursing Education

Theoretical

Education

Clinical

Training

Education

Nursing

Education


Trends in Nursing Education

• Providing more experiential learning opportunity than

instruction

• Increased use of learning technology

• More emphasis on outcome-based than process-based

education

• More evidence-based education strategies and curriculum

Practical

Education

Direct

Experience

Education.


Cone of Experience


1. Dynamic process from pregnant to delivery

2. The client(family) has complex nursing problems .

3. Lower birthrate problem

4. Limitation of opportunities of work experience

Limitation of Women’s Health Nursing


Purpose

To develop self-directed

teaching-learning methods

based on practice

To develop nursing

process application

To inquire into the nursing

problem after understanding

of patient’s physiology

To enhance self-learning

ability in nursing

To improve studying

effect by new learning

model

METHOD



Research object and tool

Tool

object

classification content

grade 3rd grade students 120(nursing major)

module Women’s health nursingⅢ

class 2hours a week

classification item number Cronbach's α

learning plan 1,2,3,4,5 5 .792

learning practice 6,7,8,9,10 5 .702

learning evaluation 11,12,13,14,15 5 .748

Total .867

[Self-directed learning ability tool] Source : Cho(2011)

Research process

Need

analysis

Model

development

Model

applicationEvaluation Modification Manual

[Self-directed learning]

1. Smart card

2. PBL based learning

3. Teamwork project

4. QR code

5. Web blog

[Project evaluation]

1. Professor evaluation

2. Peer evaluation


Practical contents_ before the semester

3.44

3.99

3.42

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

4

4.1

learning plan learningpractice

learningevaluation

[Self-learning ability]

4.40

2.822.56

3.11

4.24

2.68

3.26

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

lecture discussion teamproject

case study videos role play simulation

[Preference of teaching method]


Practical contents_ during the semester

Multiple use of teaching method

(Subject) (tool)

(lecture)

(lecture & pelvis model)



Smart card

(Subject) (tool)

(lecture)

(lecture & pelvis model)

Illustrative



Today’s best!(www.daum.net)

Illustrative



Weekly closing quiz by scenario

Illustrative



Team project with creative subject

Illustrative

http://cafe.daum.net/martenity2

http://cafe.daum.net/martenity2



Illustrative



Using multiple teaching method(simulation, videos……)

Illustrative



Two-way communication by web blog

Illustrative

RESULTS



Lecture satisfaction

3.9

4.1

4.4

4.3

4.4

4.5

4.6

4.4

4.5

3.4

3.6

3.8

4

4.2

4.4

4.6

4.8

classroom study plan content level progress tool communication participation overall


Analysis of Academic achievement

before after

Variable

Pretest

(n=119)

Posttest

(n=119) t p

Mean±SD Mean±SD

Study Accomplishment 6.87±.085 12.13±.583 -18.301 .000

CONCLUSION



Conclusion

conclusion

It is recommended that further research be

conducted with the large-scale samples from

different areas and schools

it is recommended that teacher try to expose

students to a variety of learning methods

and to apply actively simulation-based

teaching methods for promoting learners'

autonomy. Also, the curriculum should be

improved in order for students and teachers

to have more choices about the outcome-

based learning.

Reference

Back, So. H. & Jung, I. C. (2010). A Study on Designing and Applying Geography Teaching and Learning Model

based on Problem-Based Learning. Journal of the Korean Association of Professional Geographic and

Environmental Education, 11(1), 27-41.

Song, Y. A. (2008). Comparison of Learning Satisfaction, Critical Thinking Disposition, Learning Attitude and

Motivation between PBL and SBL Groups. Journal of Korean Academic Social Nursing Education. 14(1).

55-62.

Choi, E. Y. & Lee, W. S. (2010). A Case study on the Design and Operation of PBL by Employing Blended Learning on

Instruction in a Nursing College. Journal of East-West Nursing Research, 16(2). 96-104.

Cho, H. S. (2007). A Study on the Critical Thinking Disposition and Self-directed Learning, Academic Achievement of

Nursing Students. Journal of Korean Society of Health Information and Health Statistics. 32(2). 57-72.

Brookfield, S. (1985). Self-directed learning: A critical review of research. In S. Brookfield(Ed.). Self-directed learning:

From theory to practice (pp. 5-16). New Directions for Continuing Education, No. 25. San Francisco, CA:

Jossey-Bass.

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Education Quarterly, 43(4), 227-242.

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA:

Jossey-Bass.

Caffarella, R. S., & O'Donnell, J. M. (1989). Self-directed adult learning. Nottingham, England: Department of Adult

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Knowles, M. S. (1975). Self-directed learning: A guide to learners and teachers. Chicago, IL: Follett Publishing Co.

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• Ultimately, The secret of quality is love. You have to love your

patient, you have to love your profession, you have to love your

God. If you have love, you can then work backward to monitor

and improve the system.

• Avedis Donabedian

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A STUDY ON TEACHING-LEARNING METHODS TO PROMOTE …