RESUMEN
BACKGROUND: The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency. PURPOSE/AIMS: The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans. DESIGN/METHODS: Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers. RESULT/FINDINGS: The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups. CONCLUSION: The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.
Asunto(s)
Competencia Clínica , Enfermeras Practicantes , Enfermeras Practicantes/educación , Humanos , Competencia Clínica/normas , Estados Unidos , Atención Dirigida al Paciente , Docentes de Enfermería , Estudiantes de Enfermería , Conducta Cooperativa , Razonamiento Clínico , Sociedades de Enfermería , Evaluación Educacional/métodosRESUMEN
Deep learning from collaboration occurs if the learner enacts interactive activities in the sense of leveraging the knowledge externalized by co-learners as resource for own inferencing processes and if these interactive activities in turn promote the learner's deep comprehension outcomes. This experimental study investigates whether inducing dyad members to enact constructive preparation activities can promote deep learning from subsequent collaboration while examining prior knowledge as moderator. In a digital collaborative learning environment, 122 non-expert university students assigned to 61 dyads studied a text about the human circulatory system and then prepared individually for collaboration according to their experimental conditions: the preparation tasks varied across dyads with respect to their generativity, that is, the degree to which they required the learners to enact constructive activities (note-taking, compare-contrast, or explanation). After externalizing their answer to the task, learners in all conditions inspected their partner's externalization and then jointly discussed their text understanding via chat. Results showed that more rather than less generative tasks fostered constructive preparation but not interactive collaboration activities or deep comprehension outcomes. Moderated mediation analyses considering actor and partner effects indicated the indirect effects of constructive preparation activities on deep comprehension outcomes via interactive activities to depend on prior knowledge: when own prior knowledge was relatively low, self-performed but not partner-performed constructive preparation activities were beneficial. When own prior knowledge was relatively high, partner-performed constructive preparation activities were conducive while one's own were ineffective or even detrimental. Given these differential effects, suggestions are made for optimizing the instructional design around generative preparation tasks to streamline the effectiveness of constructive preparation activities for deep learning from digital collaboration.
RESUMEN
OBJECTIVES: The aim of this systematic review was to evaluate the effectiveness of educational interventions in digital collaborative learning implemented in nursing education. DESIGN: A systematic literature review of randomised controlled trials (RCTs) was carried out in accordance with Joanna Briggs Institute (JBI) and Centre for Reviews and Dissemination guidelines and the PRISMA statement. DATA SOURCES: CINAHL (EBSCO), ERIC, MEDLINE (Ovid) and Scopus databases were used to identify original peer-reviewed RCT studies published between 2003 and 2018. REVIEW METHOD: The 'hits' were systematically screened by title, abstract and full text by two authors acting independently. The quality of the selected original studies was evaluated using the quality assessment criteria of the JBI and Cochrane collaboration's tool for assessing risk of bias in randomised trials. The studies were analysed by narrative synthesis. RESULTS: Five peer-reviewed RCT studies were included in the review. All participants in these studies (647 in total) were nursing students exposed to educational interventions in various nursing programme courses. The reviewed studies indicated that digital collaborative learning increased students' knowledge and nursing skills. The results show that collaborative learning in digital learning environments enhanced nursing students' interaction and collaborative skills, problem-solving skills, satisfaction and motivation for learning. CONCLUSION: Collaborative learning in digital learning environments has encouraging effects in enhancing nursing students' knowledge, competence, satisfaction and problem-solving skills. Moreover, evidence-based digital collaborative learning is becoming increasingly effective in nursing education, as available tools and teachers' abilities to use them are improving and providing new learning activities to boost students' learning outcomes in higher education. Thus, its systematic use in digital collaborative learning environments in various nursing courses is recommended.