دانلود رایگان مقاله اقدام پژوهی و نسل هزاره: بهبود رویکردهای تدریس به منظور تقویت تفکر انتقادی

ABSTRACT

Background: This article examines the effects of intergenerational diversity on pedagogical practice in nursing education. While generational cohorts are not entirely homogenous, certain generational features do emerge. These features may require alternative approaches in educational design in order to maximize learning for millennial students. Method: Action research is employed with undergraduate millennial nursing students (n = 161) who are coresearchers in that they are asked for changes in current simulation environments which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. These changes are put into place and a re-evaluation of the effectiveness of simulation progresses through three action cycles. Results: Millennials, due to a tendency for risk aversion, may gravitate towards more supportive learning environments which allow for free access to educators. This tendency is mitigated by the educator modeling expected behaviors, followed by student opportunity to repeat the behavior. Millennials tend to prefer to work in teams, see tangible improvement, and employ strategies to improve inter-professional communication. Conclusion: This research highlights the need for nurse educators working in simulation to engage in critical discourse regarding the adequacy and effectiveness of current pedagogy informing simulation design. Pedagogical approaches which maximize repetition, modeling, immersive feedback, and effective communication tend to be favored by millennial students.

6. Conclusions

This action research project has highlighted five pedagogical suggestions to guide nurse educators in maximizing simulation for undergraduate millennial nursing students. These include: (1) facilitator presence in room; (2) brief but supportive feedback; (3) role modeling of expected performance; (4) an opportunity to repeat their performance; and (5) helpful communication tools (e.g. ISBAR). These strategies support students in improving content knowledge, skill performance, clinical judgment, and effective communication. The simulation suite (cycle three) allowed students to see their progression in the above areas while inspiring them to intentionally explore their professional scope and abilities. These simple concepts may influence simulation design in a manner which results in more competent and safe professionals.