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Title:
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Learning outcomes of “The Oncology Patient” study among nursing students: A comparison of teaching strategies
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Author:
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Roca Llobet, Judith; Reguant Álvarez, Mercedes; Canet Vélez, Olga
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Notes:
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Introduction
Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students.
Objective
To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students.
Method
This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy.
Results
A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology ( = 9.13), case-based teaching ( = 12.96) and problem-based learning ( = 14.84).
Conclusions
Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. |
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Subject(s):
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-Nursing
-Higher education
-Problem-based learning
-Case-based teaching
-Educational methods |
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Rights:
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cc-by-nc-nd, (c) Elsevier, 2016
http://creativecommons.org/licenses/by-nc-nd/4.0/
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Document type:
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Article
Article - Accepted version |
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Published by:
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Elsevier
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