当前位置： SCI文献检索 > NURSE EDUCATION TODAY期刊下所有文献 > Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

Abstract：

BACKGROUND:This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. DESIGN:The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. RESULTS:42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. CONCLUSION:Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce.

journal_name

Nurse Educ Today

journal_title

Nurse education today

authors

Mackintosh-Franklin C

doi

10.1016/j.nedt.2016.02.015

subject

Has Abstract

pub_date

2016-05-01 00:00:00

pages

118-22

eissn

0260-6917

issn

1532-2793

pii

S0260-6917(16)00087-3

journal_volume

pub_type

杂志文章,评审

在线工具

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.