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[Different manners to learning nursing]
Fuensanta Hernández Pina1, Carmen Gómez García, Ma Paz García Sanz
1Catedrática de Universidad, Facultad de Ciencias de la Educación, Universidad de Murcia.
Revista De Enfermeria (Barcelona, Spain)
|February 24, 2006
Summary
This study examined nursing student learning approaches, finding a shift from deep learning to superficial learning between the second and third years. This highlights a concerning trend in higher education for nursing students.
Area of Science:
- Educational Psychology
- Nursing Education
Context:
- Student learning research evolves with quantitative and qualitative perspectives.
- Focuses on superficial, profound, and high-yield learning in nursing education.
Purpose:
- To investigate the dominant learning focus among nursing students at the University School of Nursing in Murcia.
- To analyze the shift in learning focus from the first to the third year of nursing studies.
Summary:
- The study observed a positive evolution towards profound learning from the first to the second year.
- A negative trend emerged from the second to the third year, favoring superficial learning approaches.
- This shift raises questions about pedagogical effectiveness in later nursing education stages.
Impact:
- Identifies a critical period in nursing education where learning strategies may decline.
- Provides insights for curriculum development and teaching methodologies in nursing schools.
- Informs educators about potential interventions to sustain profound learning in nursing students.