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Learning to care--a qualitative perspective of student evaluation
1University of Turku, Finland.
The Journal of Nursing Education
|February 1, 1989
Summary
Finnish nursing education reform focuses on qualitative learning. This study found students exhibited superficial learning and fragmented knowledge in final exams, indicating a need for deeper cognitive engagement strategies.
Area of Science:
- Nursing Education
- Qualitative Research
- Cognitive Psychology
Background:
- Finland's nursing education system is undergoing reform, emphasizing qualitative learning aspects.
- Evaluating the depth of student learning in nursing is crucial for effective education.
Purpose of the Study:
- To examine the qualitative evaluation of student performance in nursing education.
- To develop methods for measuring the depth of the learning process in nursing students.
Main Methods:
- Discursive content analysis of 418 final exam answers from surgical and psychiatric nursing students (1985).
- Utilized concepts of information processing (surface-deep), knowledge form (atomistic-holistic), and knowledge structure (pre-structured-relating) to assess cognitive complexity.
Main Results:
- A tendency towards superficial cognitive learning was observed in student answers.
- Students produced fragmentary information lacking a coherent learning idea.
- Analysis revealed challenges in achieving deep, holistic understanding in nursing education.
Conclusions:
- Current nursing education practices may inadvertently promote surface-level learning.
- Developing methods to assess and foster deeper learning is essential for nursing students.
- Further research is needed to refine evaluation techniques for qualitative learning in nursing.