Learning Competence Of Students Research Articles

An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college

Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

Korean Pre-service Teachers’ Service Learning and Lifelong Learning Competency

In this research I aimed to gain a better understanding of lifelong learning competencies of students who have taken a educational service-learning assignment as part of the requirements for pre-service teacher course. The purpose of this research is to investigate whether or not educational service-learning affects pre-service teacher's professionalism, self-efficacy, desire for lifelong learning and social empowerment. For this I conducted multiple regression analysis using SPSS Ver. 18.0. Pre-service teachers from Gyeongsangbuk-do area, Korea served as the sample for this study. Independent variables are sex, income, GPA, degree of ESL participation, need of educational service learning, motivation of educational service learning. Based on multiple regression analysis, participation of service-learning and need of educational service learning revealed to have positive effects on pre-service teacher's teacher professionalism, self-efficacy, desire for lifelong learning, and social empowerment.

Relationship between critical thinking ability and self-directed learning competence among nursing students in military medical university

Objective To explore the status of critical thinking ability and self-directed learning competence and its relationship among nursing students,so as to provide reference for nursing education reformation in military medical university.Methods A total of 161 nursing students were investigated with Selfdirected Learning Competence Scale and Chinese Version of the California Critical Thinking Disposition Inventory (CTDI-CV).Then,analysed the relationship between them.Results The average score of self-directed learning competence of nursing students was (168.77 ± 17.78),and critical thinking ability average score was (305.85 ±32.01 ),and every dimension score was more than 40.Nursing students' self-directed learning competence was positively correlated with critical thinking ability (r=0.611,P＜0.01 ).Conclusions The students who have higher self-dirceted learning competence always get stronger critical thinking ability.To improve nursing students' self-directed learning competence may help enhancing their critical thinking. Key words: Talent; Military medical university; Nursing students; Critical thinking; Selfdirected learning competence

Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

In the last few years the significance of life-long learning skills has been greatly realised with regard to adult learning, which is based on self-motivation, engagement in learning and making full use of a person’s resources. In this context, it is paramount that healthcare professionals take responsibility for their profession by being innovative, creative and flexible to change in order to facilitate the adaptation process and encourage responsiveness to change. The main principles can be summarized as lifelong learning, which are strictly linked to self-directed learning. The aims of this study were to describe (a) the self-directed learning competence of Nurses (Registered Nurse, RN) and Radiologist Technicians (RT); (b) the self-directed learning competence of RN and RT students before their graduation. A comparative cross-sectional study approach was adopted; a consecutive sample of RNs and RTs attending continuing education seminars, workshops and other initiatives from 2009 to 2010 were considered for this study. Moreover, all Nursing and Radiology Technicians students about to graduate in the same course and studying in the same region were included. The Self-Rating Scale of Self-Directed Learning (SRSSDL) was used to collect data for the purpose of the study. Eight hundred and forty-seven participants were involved (453 RNs, 141 RTs, 182 RN students and 68 RT students) who obtained an average SRSSDL score of 224.7 (±25.0). RNs and RTs got on average a medium-high score (229.1 ± 22.9 and 219.6 ± 29.2, respectively) and the majority of them (63.8–51.1%) reached a high level of self-directed learning. In order to promote tailored continuing education programs and interprofessional continuing education strategies, and identify the support to offer to healthcare workers according to their needs, educators should be aware of their self-directed learning skills. Therefore, individuals with high competence should adopt different strategies from those who have limited skills. Reflecting on self-directed learning competence of students before their graduation incorporates self-directed learning into the professional continuum and clarifies the University’s contribution in developing this important skill.

Improving representational competence using molecular simulations embedded in inquiry activities

AbstractThe present article discusses the design and impact of computer‐based visualization tools for supporting student learning and representational competence in science. Specifically, learning outcomes and student representation use are compared between eight secondary classrooms utilizing The Connected Chemistry Curriculum and eight secondary chemistry using lecture‐based methods. Results from the quasi‐experimental intervention indicate that the curriculum and accompanying visualization tool yield only small to modest gains in student achievement on summative assessments. Analysis of student representation use on pre‐ and post‐assessments, however, indicate the students in Connected Chemistry classrooms are significantly more likely to use submicroscopic representations of chemical systems that are consistent with teacher and expert representation use. The affordances of visualization tools in inquiry activities to improve students' representational competence and conceptual understanding of content in the science classroom are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1137–1158, 2011

The impact of supplemental instruction on learning competence and academic performance

This study investigated the effects of supplemental instruction, a peer‐assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students’ use of study skills and enhancing their motivation and academic performance. Pre‐ and post‐intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non‐Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre‐intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning.

Towards effective evaluation and reform in medical education: a cognitive and learning sciences perspective

Health professions education is dealing with major transformations in light of the changing nature of the health care delivery system, including the use of technology for "just in time" delivery of care, evidence-based practice, personalized medical care and learning, as health professionals strive to integrate biomedical advances and clinical practice. This has forced the medical education community to reassess the current teaching and learning practices and more importantly, the evaluation of the medical education process. There have been recent advances in cognitive and learning sciences theories, some of which can inform medical educators about best teaching and learning practices and their impact on the evaluation process. An understanding of these theories provides a sound rationale for choosing specific instructional strategies and choosing evaluation measures that assess the curricular objectives. The review begins with an overview of evaluation and assessment in education, followed by an overview of major theories from the cognitive and learning sciences. Next, the role of cognitive and learning sciences theories in informing the process of medical education evaluation is discussed, including its impact on student learning, performance and professional competence, as well as recommendations for reform of medical curricula based on such theories. The paper continues with the elaboration of current trends in health sciences education, particularly medical education, and available evidence for the impact on student learning and performance as well as areas where more research is needed.

Counselling approaches to increasing students' learning competence

Abstract Learning competence is a comprehensive term which encompasses study skills, relevant interpersonal skills, and absence of debilitating achievement anxiety. 721 first year university freshmen were asked about the areas in which they felt more and less competent as learners. A factor analysis of their responses suggested eight areas of learning competence including: planning, organising and effective use of study time; effective reading and memorising; interpersonal relations and ability to obtain study help; and examinations. Ways in which counsellors can assist students with these varying learning concerns are reviewed, and it is suggested that more attention be paid in schools and colleges to professional approaches and structures for increasing student learning competence.

Counselling approaches to increasing students' learning competence

Abstract Learning competence is a comprehensive term which encompasses study skills, relevant interpersonal skills, and absence of debilitating achievement anxiety. 721 first year university freshmen were asked about the areas in which they felt more and less competent as learners. A factor analysis of their responses suggested eight areas of learning competence including: planning, organising and effective use of study time; effective reading and memorising; interpersonal relations and ability to obtain study help; and examinations. Ways in which counsellors can assist students with these varying learning concerns are reviewed, and it is suggested that more attention be paid in schools and colleges to professional approaches and structures for increasing student learning competence.