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How do Korean nursing students build knowledge? A constructivist grounded theory study.

Jung Jae Lee1, Charlotte L Clarke2, Maggie N Carson2

  • 1School of Nursing, University of Hong Kong, Hong Kong, Hong Kong.

BMJ Open
|July 25, 2018
PubMed
Summary

This study reveals how nursing students build knowledge through information processing, identifying key cognitive steps and motivational factors. Findings offer insights for improving nursing education curricula and pedagogical approaches.

Keywords:
constructivismgrounded theoryinformationknowledgelearningnursing education

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Area of Science:

  • Nursing Education
  • Knowledge Management
  • Cognitive Psychology

Background:

  • Nursing is a knowledge-intensive field requiring effective information management for competence.
  • Understanding nursing students' knowledge-building processes is crucial but currently limited.
  • This study addresses the gap in understanding how nursing students build knowledge.

Purpose of the Study:

  • To explore the dynamics of nursing students' information processing for knowledge building.
  • To investigate the learning context of South Korean nursing students in their knowledge-building journey.

Main Methods:

  • A constructivist grounded theory approach was employed.
  • Data were collected through multiple rounds of individual and group interviews with 16 fourth-year nursing students in South Korea.
  • Constant comparison analysis was used for data coding and categorization.

Main Results:

  • Knowledge building dynamics involve connecting with information, deciding to accept it, and constructing knowledge.
  • Five motivational factors (interest, necessity, volition, utility, frequency) influence these processes.
  • Four stages of knowledge development were identified: memorizing, understanding, synthesizing, and applying/creating.

Conclusions:

  • This is the first empirical study on knowledge building dynamics in healthcare professional education.
  • Findings provide a practical model for enhancing nursing curricula and facilitating student knowledge building.
  • Understanding sociocultural influences can help adapt educational strategies for culturally sensitive nursing education.