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How nurses use curriculum concepts.

S Kermode

    The Australian Journal of Advanced Nursing : a Quarterly Publication of the Royal Australian Nursing Federation
    |September 1, 1988
    PubMed
    Summary
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    A 1985-1986 study found that while students could recall concepts from a conceptual framework curriculum, they struggled to apply them in problem-solving. This highlights a gap between conceptual knowledge and practical application in education.

    Area of Science:

    • Educational Psychology
    • Curriculum Development
    • Cognitive Science

    Background:

    • Conceptual framework curricula aim to enhance student understanding and application of knowledge.
    • Assessing the transfer of learned concepts to practical problem-solving is crucial in educational research.

    Purpose of the Study:

    • To evaluate if a conceptual framework curriculum leads to students valuing and applying learned concepts.
    • To investigate the transfer of conceptual knowledge to problem-solving in simulated and clinical settings.

    Main Methods:

    • A study was conducted in 1985 and 1986.
    • Student recognition and articulation of concepts were assessed.
    • Performance on problem-solving tasks (simulation and clinical practice) was evaluated.

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    Main Results:

    • Students could recognize and articulate some concepts taught through the curriculum.
    • No evidence showed transfer of conceptual knowledge to problem-solving in simulation or clinical practice.
    • Student performance on concept application tasks was unpredictable.

    Conclusions:

    • The curriculum did not effectively bridge the gap between conceptual understanding and practical application.
    • Further research is needed on differential student performance, particularly for minority groups.