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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The auditory system is essential for sound perception, utilizing various critical structures. When sound waves enter the outer ear, they travel through the ear canal and cause the eardrum to vibrate. These vibrations are then transmitted to the middle ear, where three tiny bones – the malleus, incus, and stapes – amplify the sound. This amplification is crucial, as it ensures that the sound vibrations are strong enough to be conveyed to the inner ear. These vibrations then reach the...
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The Student Voice: Perceptions of Durable Learning.

Crista Reaves1, Erin Kitt-Lewis, Marci Mechtel

  • 1Assistant Professor (Drs Reaves and Mechtel), College of Nursing, Michigan State University, East Lansing, Michigan; and Associate Research Professor (Dr Kitt-Lewis), Assistant Teaching Professor (Dr Logan), The Ross and Carol Nese College of Nursing, The Pennsylvania State University, University Park, Pennsylvania.

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Summary
This summary is machine-generated.

Nursing students and graduates identified effective and ineffective methods for durable learning. Further research is needed to explore faculty perspectives on durable learning techniques in nursing education.

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Area of Science:

  • Nursing Education
  • Educational Psychology
  • Knowledge Retention

Background:

  • Durable learning, crucial for knowledge retention and practical application, is under-researched in nursing education.
  • Limited existing research highlights a gap in understanding effective durable learning strategies within this field.

Purpose of the Study:

  • To explore nursing students' and recent graduates' perceptions of knowledge acquisition and retention methods.
  • To identify effective and ineffective learner- and instructor-initiated techniques for durable learning.

Main Methods:

  • Qualitative study involving focus groups with nursing students and recent graduates from two universities.
  • Thematic analysis of transcribed focus group data to identify patterns in perceptions of durable learning.

Main Results:

  • Identified four key themes: effective learner-initiated techniques, effective instructor-initiated techniques, ineffective learner-initiated techniques, and ineffective instructor-initiated techniques.
  • Learner and instructor strategies varied in effectiveness across classroom, clinical, and simulation settings.

Conclusions:

  • Student and graduate perspectives offer insights into durable learning but do not encompass the full picture.
  • Further investigation into faculty perspectives on durable learning is essential.
  • Findings will inform the development of a tool to assess durable learning in nursing education.