scholarly journals SPS-CTDI Dual-evaluation Model-oriented Nursing Undergraduate Gold Course Development and Implementation

2022 ◽  
Author(s):  
Wang Yan ◽  
Wang Nan ◽  
Zhou Yingting ◽  
Li Yuanyuan
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Evaluation Model ◽  
Practical Experience ◽  
Course Development ◽  
Traditional Teaching ◽  
Teaching Concept ◽  
Traditional Teaching Methods ◽  
Internet Platform ◽  
Negative Problem Orientation

Abstract Objective: When applying the ”golden lesson” concept to pediatric nursing teaching, under the condition that the two evaluation models support each other, study the application effect of the new teaching concept in the teaching process.Method: Two classes of nursing major of 2018 were used as the golden lesson group and the tradition group. The tradition group used traditional teaching methods, and the golden lesson group used the ”golden class” concept combined with the ”Internet +” platform for teaching. After the course, compare the two groups of students’ problem-solving scores and their theoretical and practical scores.Results: The problem-solving ability of the students in the golden lesson group was better than the tradition group in terms of ”negative problem orientation”, ”avoidance style” and ”impulsive/negligence style” [(8.75±1.32VS12.59±4.7) points, (11.14±2.4) VS13.86±2.36) points, (8.59±2.55VS10.53±2.03)] (P<0.05).Conclusion: This teaching mode conforms to the professional development characteristics of nursing students, helps to improve students’ problem-solving ability and strengthens their thinking, but it also puts forward more requirements on teachers’ teaching and practical experience.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

What is Problem-Based Learning?

2006 ◽  
pp. 25-43
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Complex Mixture ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Traditional Teaching ◽  
Teaching Philosophy ◽  
Problem Solving Skills ◽  
Traditional Teaching Methods ◽  
Case Based

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

scholarly journals Effect of Blended vs. Traditional Teaching Methods on Nursing Students Academic Stress and Their Achievement at Mansoura University

2020 ◽  
Vol 11 (2) ◽  
pp. 408-426
Author(s):  
Awatef Hassan Kassem ◽  
Eltahra Elsayed Abo Habieb ◽  
Rania Mohamed Gad El-Bastwese
Keyword(s):  
Nursing Students ◽  
Teaching Methods ◽  
Academic Stress ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

scholarly journals Drawing and Painting for Future Graphic Designers in the Conditions of Distance Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 265-275
Author(s):  
Svitlana Lopukhova
Keyword(s):  
Distance Learning ◽  
Practical Experience ◽  
Sharp Change ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Learning Platforms ◽  
Online Format ◽  
The One

Strict quarantine restrictions related to the Covid-19 pandemic have significantly changed the social reality. The pandemic has become a catalyst for a significant number of processes that have affected all areas of human activity, including education. The learning process in the extreme mode was transferred into a distance format, which, on the one hand, was a better solution than its termination. On the other hand, a sharp change in the format of education has particularly affected practice-oriented and creative disciplines. The advantages and disadvantages of this approach are considered in this article on the example of the discipline "Drawing and Painting", by observing the results of its teaching in the online format. The purpose of the study is to identify ways to adapt the methodology of teaching the discipline "Drawing and Painting" to the conditions of quarantine, to identify opportunities for new educational and communication online platforms in the art process, while not losing the classic tradition of mastering the basics of visual literacy. When students have direct contact with the teacher. Research methodology. The author, based on their own practical experience of a professional artist, analyzes the advantages and disadvantages of online learning and determines the direction of solving problems identified in the implementation of the discipline program “Drawing and Painting” in a distance format. The scientific novelty of research lies in the following aspects: expansion of ideas about the peculiarities of teaching art disciplines in the extreme mode of the pandemic, identifying the specifics of transferring traditional teaching methods to distance learning platforms, new structuring of the curriculum "Drawing and Painting". Conclusions. It is proved that distance technologies cannot replace all other methods and types of teaching in the discipline "Drawing and Painting" and should be considered only as an effective addition to traditional methods. We conclude that the main part of practical classes, where an important task is the formation of students’ motivation, professional values and independent non-stereotypical thinking, cannot be carried out without live communication between teacher and student.

Game-Based Learning in Higher Education

2022 ◽  
pp. 138-163
Author(s):  
Sunitha Abhay Jain ◽  
Nilofer Hussaini ◽  
Sunil John ◽  
Daisy Alexander ◽  
Bidisha Sarkar
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Growing Up ◽  
Game Based Learning ◽  
Pedagogical Tool ◽  
Skill Sets ◽  
Traditional Teaching Methods ◽  
Technological Developments

The technological developments and innovations have thrown open many challenges in the field of higher education. We are growing up in a society of digital natives who are exposed to the digital environment from their birth. Of late, the focus has shifted from traditional teaching methods to finding innovative ways and means to engage the students. Competence building instead of rote learning is the need of the hour. In order to prepare the students to face the challenges of the real world and make them future ready, it is important for higher educational institutions to focus on imparting to learners 21st century skill sets such as creativity, problem solving, and critical thinking, amongst others. Game-based learning is gaining momentum and is becoming a popular pedagogical tool as it is learner-centric and fosters creativity.

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