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Learning theory and learning styles in nursing: Annotated Bibliography

Learning theory and learning styles in nursing: Annotated Bibliography

 

Babenko-Mould, Y., Ferguson, K., Riddell, T., Hancock, M., & Atthill, S. (2014). ‘Influence of simulated and actual community vaccination clinics on student empowerment and self-efficacy for public health nursing competencies’, Public Health Nursing, 32 (3), 277-283.

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The journal investigates the application of actual nursing practice and simulated learning in developing nursing skills and competence hence empowering nursing students. The paper’s findings are based on a qualitative survey, which increases the reliability of the study results. This arises from the fact that it presents realistic findings from the field. By employing different methodologies, which include undertaking the study under actual clinic settings and through simulation, the paper successfully provides insight into the effectiveness of integrating different learning styles in enhancing competence amongst nurses. For example, the simulation technology is based on experiential learning theory which is effective in creating new knowledge. Despite its effectiveness, the research study only focuses on how simulation can be employed in empowering nurses’ skills with regard to vaccination.

Lisko, S., & O’Dell, V. (2010). ‘Integration of theory and practice: Experiential learning theory and nursing education’, Nursing Education Perspective, vol. 31, no. 2, pp. 106-108.

This journal underlines the relevance of Kolb’s experiential learning theory in enhancing learning among nurses. Thus, the theory underscores the significance of developing critical thinking amongst nurses in order to strengthen nurses’ judgement skills.  The theory takes cognisance of the functions of feeling, thinking, perceiving, and acting in the learning process (Nilson, 2010). The authors further underline the alternative methods that nurses can employ in enhancing their critical thinking. The paper employs the scenario-based performance approach in assessing the effectiveness of Kolb’s learning theory in enhancing learning amongst nurses.

Lin, H. (2016). ‘Effectiveness of simulation-based learning on student nurses’ self-efficacy and performance while learning fundamental nursing skills’, Technology and Health  Care, 24 (2), 369-375.

The journal evaluates the effectiveness of simulation-based learning as one of the learning approaches in enhancing nurses’ confidence and assisting them to overcome anxiety, which are critical elements in the nursing profession. The study is based on a qualitative survey, which ensures that relevant data is collected. The study findings confirm that simulation-based learning is a valuable approach to enhancing nurses’ self-efficacy with regard to learning new skills and implementing the skills learned.  Thus, the paper provides an adequate understanding of how learning theories can contribute to the development of new skills hence stimulating personal development.

 

References

Babenko-Mould, Y., Ferguson, K., Riddell, T., Hancock, M., & Atthill, S. (2014). ‘Influence

of simulated and actual community vaccination clinics on student empowerment and self-efficacy for public health nursing competencies’, Public Health Nursing, 32 (3), 277-283.

Lin, H. (2016). ‘Effectiveness of simulation-based learning on student nurses’ self-efficacy

and performance while learning fundamental nursing skills’, Technology and Health  Care, 24 (2), 369-375.

Lisko, S., & O’Dell, V. (2010). ‘Integration of theory and practice: Experiential learning

theory and nursing education’, Nursing Education Perspective, vol. 31, no. 2, pp. 106-108.

Nilson, L. (2010). Teaching at its best; a research-based resource for college instructors.

San Francisco, CA: Jossey-Bass.

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