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Group learning strategies for nursing students: reflections on the tutor role
1University of Montreal. caroline.larue@umontreal.ca
International Journal of Nursing Education Scholarship
|August 5, 2008
Summary
This study examines learning strategies nursing students use in problem-based learning (PBL) and tutor interventions. Findings indicate students primarily elaborate knowledge during problem understanding, not application.
Area of Science:
- Nursing Education
- Medical Pedagogy
Background:
- Problem-based learning (PBL) is a key pedagogical approach in nursing education.
- Understanding student learning strategies within PBL is crucial for optimizing educational outcomes.
Purpose of the Study:
- To identify and categorize learning strategies employed by second-year baccalaureate nursing students during PBL group work.
- To develop a typology of tutor interventions observed during these PBL sessions.
Main Methods:
- Two problem-based learning (PBL) sessions involving second-year nursing students were video-recorded.
- Session transcripts were analyzed using a conceptual model of learning strategies and NVivo 7 software.
Main Results:
- Nursing students predominantly elaborate and organize knowledge during the problem-understanding phase of PBL.
- In the knowledge-application phase, students tended to reiterate existing information from concept maps rather than engaging in deeper elaboration, generalization, or discrimination.
Conclusions:
- The findings highlight a potential gap in the knowledge application phase of PBL for nursing students.
- Further research and pedagogical adjustments may be needed to foster more advanced learning strategies during knowledge application in PBL.
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