A Reflection on Adult Learning Perspective in Nursing
A Reflection on adult learning perspective in nursing
Introduction:
This essay reflects my integrative learning experience during my second-degree nursing class. There is limited data available on effective teaching skills for adult learning program. This reflection helps in identifying successful learning tools and assessing different strategies in current nursing program. We worked in groups to work for the program and my reflection is about my experience of learning throughout this program. For this study program we used qualitative research design which helps in finding the effects of integrative learning as a model and how it improves nursing student outcomes. The used focus groups enhanced the learning process and outcomes. Most data about accelerated baccalaureate programs are anecdotal (McDonald, 1995), with limited research data available on effective teaching strategies and effective teaching tools (Cangelosi & Whitt, 2005).
Reviews in literature:
In response to the nursing shortage in 1980s, accelerated BSN programs were started. A 13-month program was established at Johns Hopkins University based on a model developed at St. Louis University in 1971 (Cangelosi & Whitt, 2005; Shiber, 2003). In 1990’s new teaching models were developed to fulfill the needs of second-degree students (Shell & Wassem, 1994; Shiber, 2003; Vinal & Whitman, 1994). Often, the early programs failed to tailor the second degree curriculum to adult learners and, instead, integrated the curriculum with that of traditional undergraduate students, leading to challenges for both faculty and learners (Anderson, 2002; Vinal & Whitman, 1994). In a research study on teaching and learning strategies, Cangelosi and Whitt (2005) described that adult learners always want evidence-based solutions of their questions and show interest in programs that helps in career development. Wu and Connelly (1992) stated that all programs need
Introduction:
This essay reflects my integrative learning experience during my second-degree nursing class. There is limited data available on effective teaching skills for adult learning program. This reflection helps in identifying successful learning tools and assessing different strategies in current nursing program. We worked in groups to work for the program and my reflection is about my experience of learning throughout this program. For this study program we used qualitative research design which helps in finding the effects of integrative learning as a model and how it improves nursing student outcomes. The used focus groups enhanced the learning process and outcomes. Most data about accelerated baccalaureate programs are anecdotal (McDonald, 1995), with limited research data available on effective teaching strategies and effective teaching tools (Cangelosi & Whitt, 2005).
Reviews in literature:
In response to the nursing shortage in 1980s, accelerated BSN programs were started. A 13-month program was established at Johns Hopkins University based on a model developed at St. Louis University in 1971 (Cangelosi & Whitt, 2005; Shiber, 2003). In 1990’s new teaching models were developed to fulfill the needs of second-degree students (Shell & Wassem, 1994; Shiber, 2003; Vinal & Whitman, 1994). Often, the early programs failed to tailor the second degree curriculum to adult learners and, instead, integrated the curriculum with that of traditional undergraduate students, leading to challenges for both faculty and learners (Anderson, 2002; Vinal & Whitman, 1994). In a research study on teaching and learning strategies, Cangelosi and Whitt (2005) described that adult learners always want evidence-based solutions of their questions and show interest in programs that helps in career development. Wu and Connelly (1992) stated that all programs need