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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Intentional learning: a student-centered pedagogy.

Sarah Mollman¹, Mary D Bondmass²

¹South Dakota State University, College of Nursing, 1220 Mt. Rushmore Rd, Suite 2, Rapid City, South Dakota, USA.

International Journal of Nursing Education Scholarship

|June 17, 2020

Summary

Intentional learning scores in nursing students increased over a semester, demonstrating that learning characteristics evolve with experience. An interview assignment did not significantly impact these scores.

Keywords:

intentional learning nursing nursing education student-centered pedagogy

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Area of Science:

Nursing Education
Educational Psychology

Background:

Student-centered pedagogies are increasingly adopted in nursing education.
Intentional learning, characterized by autonomy, self-regulation, and motivation, is crucial for success in these pedagogies.
Intentional learning has not been previously studied within nursing education.

Purpose of the Study:

To investigate if intentional learning characteristics are malleable.
To determine if an interview assignment enhances intentional learning in nursing students.

Main Methods:

A quasi-experimental pre/post-test design was employed.
The study included 92 nursing students.
Data were collected to assess changes in intentional learning over one semester.

Main Results:

Intentional learning scores significantly increased over the semester (p=0.039).
The interview assignment did not result in a significant enhancement of intentional learning scores.

Conclusions:

Nursing students demonstrate an increase in intentional learning over time, indicating its dynamic nature.
Learning experiences influence students' progression along the intentional learning continuum.
Further research is recommended to explore teaching strategies that effectively foster intentional learning in nursing students.