Student-centered teaching in nursing: From rote to active learning

Teaching Nursing: Developing A Student-Centered Learning Environment

Volumn , Issue , 2012, Pages 3-25

  Young, Lynne E ^a   Maxwell, Bruce ^b  

^a UNIVERSITY OF VICTORIA   (Canada)

^b UNIVERSITY OF MÜNSTER   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84976529247     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (70)

1. Alexander, P. A., & Murphy, P. K. (1998). The research base for APA's learner-centered principles. In N. M. Lambert & B. L. McCombs (Eds.). Issues in school reform: A sampler of psychological perspectives on learner- centered school (pp. 25-60). Washington, DC: The American Psychological Association.
2. Antepohl, W., & Herzig, S. (1999). Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Medical Education, 33, 106-113.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Barnes, L. B., Christensen, C. R., & Hansen, A. J. (1994). Teaching and the case method. (3rd ed.). Boston: Harvard Business School Publishing Division.
5. Barrows, H. S. (1994). Practice-based learning: Problem-based learning applied to medical education. Springfield, IL: Southern Illinois University School of Medicine.
6. Bergum, V. (2003). Relational pedagogy. Embodiment, improvisation, and interdependence. Nursing Philosophy, 4, 121-128.
7. Bevis, E. O., & Watson, J. (1989). Toward a new curriculum: A new pedagogy for nursing. New York: NLN.
8. Biley, F. (1999). Creating tension: Undergraduate student nurses' responses to a problem-based curriculum. Nurse Education Today, 19, 586-591.
9. Bleier, R. (Ed.) (1986). Feminist approaches to science. New York: Pergamon.
10. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum.
11. Candy, P. (1991). Self-direction for life-long learning. San Francisco: Jossey-Bass.
12. Code, L. (1991). What can she know: Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.
13. Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Human Development, 39, 250-256.
14. Davis, R. B., Mather, C., & Noddings, N. (Eds.). (1990). Constructivist views on the teaching and learning of mathematics. Journal for Research in Mathematics Education Monograph Series, No. 4. Reston, VA: National Council of Teachers of Mathematics.
15. Demarco, R., Hayward, L., & Lynch, M. (2002). Nursing students' experiences with and strategic approaches to case-based instruction: A replication and comparison study between two disciplines. Journal of Nursing Education, 41, 165-174.
16. Dewey, J. (1916). Democracy and education. New York: Macmillan.
17. Dewey, J. (1963/1938). Experience and education. New York: Collier Books.
18. Davydov, V. V. (1995). The influence of L.A. Vygotsky on educational theory, research and practice. Educational Researcher, 24, 12-21.
19. Diekelmann, N. (2001). Narrative pedagogy: Heideggerian hermeneutical analysis of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23, 53-71.
20. Doane, G. (2002). Beyond behavioral skills to human-involved processes: relational nursing practice and interpretive pedagogy. Journal of Nursing Education, 41, 400-404.
21. Engebretson, J., & Littleton, L. Y. (2001). Cultural negotiation: A constructivist-based model for nursing practice. Nursing Outlook, 49, 223-230.
22. Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
23. Goldberger, N., Tarule, J., Clinchy, B., & Blenky, M. (Eds.) (1996). Knowledge, difference, and power: Essays inspired by "women's ways of knowing". New York: Basic Books.
24. Gutek, G. L. (1997). Philosophical and ideological perspectives in education (2nd ed.). Boston: Allyn and Bacon.
25. Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.
26. Hardy, S., Garbett, R., Titchen, A., et al. (2002). Exploring nursing expertise: Nurses talk nursing. Nursing Inquiry, 9, 196-202.
27. Hewitt-Taylor, J. (2001). Self-directed learning: Views of teachers and students. Journal of Advanced Nursing, 36, 496-504.
28. Jacobs, S. K., Rosenfeld, P., & Haber, J. (2003). Information literacy as the foundation for evidence-based practice in graduate nursing education: A curriculum-integrated approach. Journal of Professional Nursing, 19, 320-328.
29. Jaggar, A. (1996). Love and knowledge: Emotion in feminist epistemology. In A. Garry & M. Pearsall (Eds.), Women, knowledge, and reality. (2nd ed., pp. 166-90). London: Routledge.
30. Jerlock, M., Falk, K., & Severinsson, E. (2003). Academic nursing education guidelines: Tools for bridging the gap between theory, research and practice. Nursing and Health Sciences, 5, 219-228.
31. Johns, C. (2002). Guided reflection: Advancing practice. Oxford: Blackwell Science.
32. Kant, I. (1929). Critique of pure reason. Trans. Norman Kemp Smith. London: MacMillan.
33. Keller, E. F. (1985). Reflections on Gender and Science. New Haven, CT: Yale University Press.
34. Keller, E. F., & Longino, H. (Eds.) (1996). Feminism and science. Oxford: Oxford University Press.
35. Knowles, M. (1975). Self-directed learning. Chicago: Follet.
36. Knowlton, D. S., & Sharp, D. C. (2003). Problem-based learning for the information age: New directions for teaching and learning #95. Somerset, NJ: J. Wiley/Jossey-Bass.
37. Koerner, J. G. (2003). The virtues of the virtual world. Enhancing the technology/knowledge professional interface for life-long learning. Nursing Administration Quarterly, 27, 9-17.
38. Lennon, K., & Whitford, M. (Eds.) (1994). Knowing the difference: Feminist perspectives in epistemology. London: Routledge.
39. Lepp, M., Zorn, C. R., Duffy, P. R., & Dickson, R. J. (2003). International education and reflection: Transition of Swedish and American nursing students to authenticity. Journal of Professional Nursing, 19, 164-172.
40. Locke, J. (1959). Essay concerning human understanding. 2 Vol. New York: Dover.
41. Longino, H. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ: Princeton University Press.
42. Lugones, M. (1996). Playfulness, 'word'-traveling, and loving perception. In A. Garry & M. Pearsall (Eds.), Women, knowledge, and reality (2nd edition, pp. 419-33). London: Routledge.
43. Macintosh, J., MacKay, E., Mallet-Boucher, M., et al. (2002). Discovering co-learning with students in distance education sites. Nurse Educator, 2~7, 182-186.
44. Martin, E. (1991). The egg and the sperm: How science has constructed a romance based on stereotypical male-female roles. Signs, Journal of Women in Culture and Society, 16, 485-501.
45. Matthews, M. R. (1999). Social constructivism and mathematics education: Some comments. In Philosophy of Education Society Yearbook. Retrieved October 17, 2005 from http://www.ed.uiuc.edu/EPS/PES-yearbook/ 1999/matthews.asp.
46. Maxwell, L. (1997). Foundational thought in the development of knowledge for social change. In S. E. Thorne & V. E. Hayes (Eds.). Nursing praxis: Knowledge and action (pp. 203-218). Thousand Oaks, CA: Sage.
47. McLellan, H. (1995). Situated learning perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
48. Moll, L. (Ed.). (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.
49. Morris, D., & Turnbull, P. (2004). Using student nurses as teachers in inquiry-based learning. Journal of Advanced Nursing, 45,136-144.
50. Nehls N. J (1995). Narrative pedagogy: Rethinking nursing education. J. Nurs. Educ. 34, 204-210.
51. Nelson, L. H., & Nelson, J. (Eds.). (1996). Feminism, science, and the philosophy of science. Dordrecht: Kluwer.
52. Noddings, N. (1998). Philosophy of education. Boulder, CO: Westview Press.
53. O'Shea, E. (2003). Self-directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43, 62-70.
54. Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
55. Piaget, J. (1971a). Biology and knowledge. Chicago: University of Chicago Press.
56. Piaget, J. (1971b). The insights and illusions of philosophy. New York: World.
57. Piccinin, S. (1997). Making our teaching more student-centered. Retrieved October 17, 2005 from http://www.uottawa.ca/academic/cut/options/Dec_97/Student_centered.htm.
58. Richardson, V. (1997). Constructivist teaching and teacher education. In V. Richardson (Ed.). Constructivist teacher education (pp. 3-14). London: Routledge Falmer.
59. Rideout, E. (2001). Transforming nursing education through problem-based learning. Toronto, ON: Jones & Bartlett Publishers.
60. Rodney, P., Varcoe, C., Storch, J. L., et al. (2002). Navigating towards a moral horizon: a multisite qualitative study of ethical practice in nursing. Canadian Journal of Nursing Research, 34, 75-102.
61. Steffe, L. P., & P. W. Thompson (Eds.). (2000). Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld. New York: Routledge Falmer.
62. Tuana, N. (Ed.). (1989). Feminism and science. Bloomington, IN: Indiana University Press.
63. Vadeboncoeur, J. A. (1997). Child development and the purpose of education. In V. Richardson (Ed.). Con- tructivist teacher education (pp. 15-37). London: Routledge Falmer.
64. Vygotsky, L. (1978). The mind and society. Cambridge, MA: Harvard University Press.
65. Wasserman, S. (1996). Introduction to case method teaching: A guide to the galaxy. New York: Teacher's College Press.
66. Williams, P. (1991). The alchemy of race and rights. Cambridge, MA: Harvard University Press.
67. Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. The Journal of the Learning Sciences, 2, 367-427.
68. Woods, D. (1994). Problem-based learning: How to gain the most from PBL. Waterdown, ON: Donald R Woods.
69. Young, L. (2002). Transforming health promotion practice: Moving toward holistic care. In L. Young & V. Hayes (Eds.). Transforming health promotion practice: Concepts, issues, and application (pp. 3-21). Philadelphia: F. A. Davis.
70. Narrative Pedagogy Web site. Available at: http://www.son.wisc.edu/diekelmann/research/slt/index.html. Accessed October 17, 2005. Leap into student centered learning. Retrieved Oct. 17, 2005, from http://www.adelaide.edu.au/clpd/ material/leapinto/stud_ctvd_lrng.pdf.