File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.nepr.2020.102829
- Scopus: eid_2-s2.0-85088788032
- PMID: 32738755
- WOS: WOS:000573643200017
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Nursing students’ experiences and perceptions of learner-centred education in a disaster nursing course: A qualitative study
Title | Nursing students’ experiences and perceptions of learner-centred education in a disaster nursing course: A qualitative study |
---|---|
Authors | |
Keywords | Teaching methods Education Nursing Students Baccalaureate |
Issue Date | 2020 |
Publisher | Elsevier BV. |
Citation | Nurse Education in Practice, 2020, v. 47, p. article no. 102829 How to Cite? |
Abstract | Learner-centred education has been shown to be an effective teaching method in the healthcare disciplines that integrate practical skills and theoretical knowledge. However, the elements of learner-centred education that influence students' motivation and engagement in learning remain unclear. In this descriptive qualitative research study, 43 nursing students in a baccalaureate nursing programme in Hong Kong who enrolled in a disaster and trauma nursing course were recruited through purposive sampling. Data were collected through semi-structured, face-to-face, focus group interviews. The transcribed interviews were interpreted through the use of qualitative analysis. This study revealed that adopting learner-centred education techniques in a disaster nursing course could cater to the hedonic nature and practical nature of learning disaster nursing, which consequently strengthens student's motivation and engagement in learning. The findings also suggested that learner-centred education could improve nursing students' learning experience and promote their transformation from passive and receptive students into proactive learners. The present study provides a greater and more focused understanding of the elements of learner-centred education that promote motivation and engagement in learning among nursing students. This study could offer insights into the development and evaluation of disaster nursing courses and other subjects in the undergraduate nursing curriculum. |
Persistent Identifier | http://hdl.handle.net/10722/289903 |
ISSN | |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Hung, MSY | - |
dc.contributor.author | Lam, SKK | - |
dc.contributor.author | Chow, MCM | - |
dc.date.accessioned | 2020-10-22T08:19:07Z | - |
dc.date.available | 2020-10-22T08:19:07Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Nurse Education in Practice, 2020, v. 47, p. article no. 102829 | - |
dc.identifier.issn | 1532-9305 | - |
dc.identifier.uri | http://hdl.handle.net/10722/289903 | - |
dc.description.abstract | Learner-centred education has been shown to be an effective teaching method in the healthcare disciplines that integrate practical skills and theoretical knowledge. However, the elements of learner-centred education that influence students' motivation and engagement in learning remain unclear. In this descriptive qualitative research study, 43 nursing students in a baccalaureate nursing programme in Hong Kong who enrolled in a disaster and trauma nursing course were recruited through purposive sampling. Data were collected through semi-structured, face-to-face, focus group interviews. The transcribed interviews were interpreted through the use of qualitative analysis. This study revealed that adopting learner-centred education techniques in a disaster nursing course could cater to the hedonic nature and practical nature of learning disaster nursing, which consequently strengthens student's motivation and engagement in learning. The findings also suggested that learner-centred education could improve nursing students' learning experience and promote their transformation from passive and receptive students into proactive learners. The present study provides a greater and more focused understanding of the elements of learner-centred education that promote motivation and engagement in learning among nursing students. This study could offer insights into the development and evaluation of disaster nursing courses and other subjects in the undergraduate nursing curriculum. | - |
dc.language | eng | - |
dc.publisher | Elsevier BV. | - |
dc.relation.ispartof | Nurse Education in Practice | - |
dc.subject | Teaching methods | - |
dc.subject | Education | - |
dc.subject | Nursing | - |
dc.subject | Students | - |
dc.subject | Baccalaureate | - |
dc.title | Nursing students’ experiences and perceptions of learner-centred education in a disaster nursing course: A qualitative study | - |
dc.type | Article | - |
dc.identifier.email | Lam, SKK: stanley.lam@hku.hk | - |
dc.identifier.authority | Lam, SKK=rp02678 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.nepr.2020.102829 | - |
dc.identifier.pmid | 32738755 | - |
dc.identifier.scopus | eid_2-s2.0-85088788032 | - |
dc.identifier.hkuros | 316761 | - |
dc.identifier.volume | 47 | - |
dc.identifier.spage | article no. 102829 | - |
dc.identifier.epage | article no. 102829 | - |
dc.identifier.isi | WOS:000573643200017 | - |
dc.publisher.place | Netherlands | - |