dc.contributor.author | Deschênes, Marie-France | |
dc.contributor.author | Goudreau, Johanne | |
dc.contributor.author | Fernandez, Nicolas | |
dc.date.accessioned | 2024-01-15T15:39:20Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2024-01-15T15:39:20Z | |
dc.date.issued | 2020-10-01 | |
dc.identifier.uri | http://hdl.handle.net/1866/32346 | |
dc.publisher | Elsevier | fr |
dc.rights | Attribution - Pas d’Utilisation Commerciale - Pas de Modification 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/deed.fr | |
dc.subject | Nursing clinical reasoning | fr |
dc.subject | Learning strategies | fr |
dc.subject | Cognition | fr |
dc.subject | E-learning | fr |
dc.subject | Nursing education | fr |
dc.subject | Descriptive study | fr |
dc.title | Learning strategies used by undergraduate nursing students in the context of a digitial educational strategy based on script concordance : a descriptive study | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des sciences infirmières | fr |
dc.identifier.doi | 10.1016/j.nedt.2020.104607 | |
dcterms.abstract | Background: the digital educational strategy based on script concordance is an educational
method that has been attracting increasing attention in healthcare education programs to
fostering the development of clinical reasoning. It includes a digitized Script Concordance
Test with incorporated expert feedback. However, the learning strategies required of
students in the context of its use remain unknown.
Objective: This study aimed to identify the learning strategies that undergraduate nursing
students need to use in the context of the digital educational strategy based on script
concordance.
Method: A qualitative descriptive design was used to identify student learning strategies.
Data was collected using an online questionnaire and semi-directed focus group interviews.
Bégin’s taxonomy provided the framework for linking the data collected to learning
strategies required of students.
Results: Forty-four students participated in the study. Results show that when using a
digital educational strategy based on script concordance, students are called to rely on their
nascent scripts in order to select the data in short ill-defined clinical vignettes, evaluate
new information repeatedly, anticipate microjudgments, and thus, gradually increase their
knowledge and refine their scripts. Viewing the experts’ feedback and consulting the
referencing tools helped students self-monitor their knowledge, a key metacognitive
strategy to learning clinical reasoning. Completed individually or with peers, the digital
educational strategy could be used to learn a particular concept or as an integrative activity
before an evaluation.
Conclusion: This original study has allowed us to link nursing clinical reasoning teaching
conditions to the learning strategies used to develop this competency. Study results inform
instructors about digital educational strategy based on script concordance to make it
complementary with other educational strategies to better support complex learning of
nursing clinical reasoning. | fr |
dcterms.isPartOf | urn:ISSN:0260-6917 | fr |
dcterms.isPartOf | urn:ISSN:1532-2793 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | Deschênes, M.-F., Goudreau, J. et Fernandez, N. (2020). Learning strategies used by undergraduate nursing students in the context of a digital educational strategy based on script concordance: A descriptive study. Nurse Education Today, 95. 104607, https://doi.org/10.1016/j.nedt.2020.104607 | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Nurse education today | fr |
oaire.citationVolume | 95 | fr |