Group learning strategies for nursing students: reflections on the tutor role.
The aim of this article is to propose, first, a typology of the learning strategies that nursing students in the second year of a nursing baccalaureate program use in PBL group work with a clinical nursing situation; and, second, a typology of tutor interventions during such sessions. Two complete PBL sessions were recorded on video. They were then transcribed, and, using a conceptual model of learning strategies, the data was analyzed with NVivo 7 software. The study shows that it is mainly during the problem-understanding phase that students elaborate and organize knowledge; in the knowledge-application phase they repeat what has already been set down in their concept map rather than engage in activities of elaboration, generalization or discrimination.
Larue
Caroline
C
University of Montreal. caroline.larue@umontreal.ca
D000328:Adult; D002170:Canada; D002983:Clinical Competence; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005260:Female; D006126:Group Processes; D006801:Humans; D008297:Male; D008611:Mentors; D015402:Nursing Education Research; D018794:Problem-Based Learning / Q000458:organization & administration*; D015397:Program Evaluation; D013338:Students, Nursing; D011795:Surveys and Questionnaires