UBC Theses and Dissertations
Student perspectives of learning goals for an undergraduate nursing class Croxen, Hanneke
Effective learning is associated with students’ awareness of the importance of learning goals. Currently, the student perspective is not well understood; it is believed there is a disconnect between faculty and students’ perceptions and value of learning goals. The University of British Columbia, School of Nursing, undergraduate leadership course offers students options: an interactive classroom approach (classroom group), or a combination of classroom and a quality and safety practice environment project (the Q&S group). Learning goal surveys at the beginning of the course and end of the course were conducted to gain an understanding of whether these pedagogical strategies were successful or not, with respect to completion of course learning goals from the student perspective. Focus groups with students from both options and observations of students in the learning environment were also conducted. Data showed that Q&S students who received inductive learning reported enhanced appreciation of learning and a deeper understanding of some course learning goals. However, those students in the classroom group (who received less inductive teaching and learning strategies) believed they received a broad understanding of the course content although maybe not as deeply as the Q&S students’ understanding of course content. This study can contribute to the body of knowledge related to nursing education. A pilot study was conducted during Fall semester 2008, and additional data was then collected through summer 2009. This thesis will describe the findings and demonstrate how learning goals can be an effective way for faculty to monitor and adapt courses to facilitate student learning outcomes.
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