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'Being there': learning through active participation

C Wilkinson1, L Peters, K Mitchell

  • 1University of Manitoba, Bachelor of Nursing Program, Canada.

Nurse Education Today
|July 14, 1998
PubMed
Summary
This summary is machine-generated.

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Student engagement in nursing education thrives when learning feels relevant. A practice-based phenomenological approach fosters active participation by connecting theory to real-world nursing stories, enhancing student involvement.

Area of Science:

  • Nursing Education
  • Phenomenology
  • Pedagogy

Background:

  • Student engagement is crucial for effective learning.
  • Perceived relevance significantly influences student participation.
  • Traditional lecture courses may not fully engage all students.

Purpose of the Study:

  • To explore student engagement patterns in an introductory nursing course.
  • To investigate the impact of a practice-based phenomenological approach on student learning.
  • To understand how real-world nursing narratives influence student involvement.

Main Methods:

  • Hermeneutic interpretation of narrative student evaluation data.
  • Application of a practice-based phenomenological approach in a nursing lecture course.

Related Experiment Videos

  • Analysis of student progression from detachment to active participation.

    • Main Results:

    • Students moved from detachment to active participation in their learning journey.
    • Narratives from practicing nurses were key in introducing students to the nursing profession and fostering belonging.
    • Engaged students actively sought opportunities to participate in their learning.

    Conclusions:

    • A practice-based phenomenological approach enhances student engagement in nursing theory courses.
    • Active reflection and integration of theory with practice are vital for student learning.
    • Connecting classroom learning with clinical practice stories promotes deeper student involvement and understanding.