Intentional learning: a student-centered pedagogy.
In: International Journal of Nursing Education Scholarship, Jg. 17 (2020), Heft 1, S. 1-13
Online
academicJournal
Zugriff:
Objective: The objective was to test the assumption that characteristics of intentional learning are not fixed and if an interview assignment enhanced intentional learning. Methods: In order to meet the needs of practice, nursing educators have trialed student-centered pedagogies, often with resistance from students. Intentional learning appears to mirror the characteristics, such as autonomy, responsibility of one's own learning, self-regulation, and motivation, needed by students to be successful in student-centered pedagogies. Intentional learning had not been studied in nursing. A quasi-experimental pre/post-test design was used to test intentional learning in nursing students (N=92). Results: While the interview assignment did not enhance intentional learning scores, intentional learning scores did significantly increase over the semester (p=0.039). Conclusion: Intentional learning scores did increase, showing that students move along the intentional learning continuum depending on their learning experiences. Future research should include testing teaching strategies that foster intentional learning. [ABSTRACT FROM AUTHOR]
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Titel: |
Intentional learning: a student-centered pedagogy.
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Autor/in / Beteiligte Person: | Mollman, Sarah ; Bondmass, Mary D. |
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Zeitschrift: | International Journal of Nursing Education Scholarship, Jg. 17 (2020), Heft 1, S. 1-13 |
Veröffentlichung: | 2020 |
Medientyp: | academicJournal |
ISSN: | 1548-923X (print) |
DOI: | 10.1515/ijnes-2019-0097 |
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