Student Learning Outcomes in Response to Concept-Based Teaching

Background: Concept-based teaching (CBT) has been found to better facilitate students’ meaningful learning than traditional pedagogy, but little research has been conducted in nursing education. Method: This mixed-methods study investigated meaningful learning in nursing students. Quantitative data...

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Bibliographic Details
Published in:The Journal of nursing education 2015-04, Vol.54 (4), p.193-200
Main Authors: Getha-Eby, Teresa J., Beery, Theresa, O’Brien, Beth, Xu, Yin
Format: Article
Language:English
Subjects:
Active Learning
Adolescent
Adult
Associate Degrees
Classrooms
Cognitive Processes
Cognitive Psychology
Cognitive Structures
College Science
Concept mapping
Education, Nursing - methods
Educational Opportunities
Evidence
Female
Humans
Learning
Learning Experience
Literature Reviews
Male
Males
Middle Aged
Nursing
Nursing education
Nursing schools
Nursing Students
Resistance (Psychology)
Science Curriculum
Student Improvement
Student Organizations
Teaching
Teaching methods
Young Adult
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Summary:Background: Concept-based teaching (CBT) has been found to better facilitate students’ meaningful learning than traditional pedagogy, but little research has been conducted in nursing education. Method: This mixed-methods study investigated meaningful learning in nursing students. Quantitative data were extracted from archived records and analyzed through multiple regression to compare two groups: students who received CBT and students who received traditional teaching. Results: Students’ pretest scores were the best predictor of meaningful learning gain (i.e., difference between pre- and post-test higher order thinking [HOT] scores). No significant between-group differences were noted. Qualitative data were collected from 22 CBT students, purposefully selected for their HOT scores, and analyzed through flow mapping. Integrative analysis found that students who verbalized a greater number of knowledge connections had higher HOT scores and a deeper understanding of nursing principles than did students with lower HOT scores. Conclusion: CBT students’ gain in HOT scores may become more apparent over several semesters. [CBT students’ gain in HOT scores may become more apparent over several semesters. [ J Nurs Educ. 2015;54(4):193–200. ]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20150318-02