STUDY APPROACHES OF NURSING-STUDENTS - EFFECTS OF AN EXTENDED CLINICAL CONTEXT

被引:20
作者
MEYER, JHF [1 ]
DUNNE, TT [1 ]
机构
[1] UNIV CAPE TOWN,DEPT STAT SCI,CAPE TOWN,SOUTH AFRICA
关键词
D O I
10.1111/j.1365-2923.1991.tb00104.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In the first part of this study a comparison is made between the approaches to studying adopted by failing and achieving nursing college students. It is concluded that failing students manifest approaches to studying that are, in some respects, conceptually difficult to interpret. This conclusion is presented against a background of similar findings that have emanated from other recent studies on student learning. The second part of this study investigates the influence of contextual perceptions on the manifestation of the approaches to studying adopted by achieving students. In thus exploring the manifestation of different forms of contextualized approaches to studying (which are referred to as study orchestrations) a distinction is made between the influences attributable to 'conventional' and 'clinical' sets of contextual variables. In an extension of previously reported studies, it is concluded that the combined set of these contextual variables explains significantly more of the variation in study approaches than the set of 'conventional' variables. It is further concluded that, under the influence of an extended set of contextual variables, conceptually related, but differing forms, of study orchestration may be manifested; a general form which is readily interpretable in terms associated with 'conventional' academic contextual variables and a clinical form which, in the present study, is associated specifically with a nursing academic environment. The implications of these conclusions for nursing education are discussed and areas for future research are indicated.
引用
收藏
页码:497 / 516
页数:20
相关论文
共 27 条
[1]   INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES [J].
BIGGS, JB .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1978, 48 (NOV) :266-279
[2]  
Boud D., 1985, REFLECTION TURNING E
[3]   LEARNING STYLES IN 1ST YEAR MEDICAL-STUDENTS [J].
CHESSELL, G .
MEDICAL TEACHER, 1986, 8 (02) :125-135
[5]   DIFFERENCES BETWEEN CONVENTIONAL AND PROBLEM-BASED CURRICULA IN THEIR STUDENTS APPROACHES TO STUDYING [J].
COLES, CR .
MEDICAL EDUCATION, 1985, 19 (04) :308-309
[6]   APPROACHES TO LEARNING, EVALUATIONS OF TEACHING, AND PREFERENCES FOR CONTRASTING ACADEMIC ENVIRONMENTS [J].
ENTWISTLE, N ;
TAIT, H .
HIGHER EDUCATION, 1990, 19 (02) :169-194
[7]  
Entwistle N., 1983, UNDERSTANDING STUDEN
[8]   STUDENT FAILURE - DISINTEGRATED PATTERNS OF STUDY STRATEGIES AND PERCEPTIONS OF THE LEARNING-ENVIRONMENT [J].
ENTWISTLE, NJ ;
MEYER, JHF ;
TAIT, H .
HIGHER EDUCATION, 1991, 21 (02) :249-261
[9]   STUDENTS APPROACHES TO STUDYING IN 4 MEDICAL-SCHOOLS [J].
MARTENSON, DF .
MEDICAL EDUCATION, 1986, 20 (06) :532-534
[10]   QUALITATIVE DIFFERENCES IN LEARNING .1. OUTCOME AND PROCESS [J].
MARTON, F ;
SALJO, R .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1976, 46 (FEB) :4-11