Theories and Models' Attribution to Constructivist Scenario-Based Learning in the Undergraduate Nursing Educational Program
Introduction:
Students form the bedrock of our society, their educational achievements
shaping their understanding and learning. Nursing students, as pivotal
components of the healthcare delivery system, influence their clinical training
and contribute to their future learning, skills, and performance (Mohammad et
al., 2021). Therefore, a crucial aspect of their education is to understand and
utilize critical thinking through scenario-based learning to identify and solve
problems. There are various methods to deliver educational and teaching
materials to nursing students. One approach is to foster their conceptual
application, logical achievement, and enhance their thinking abilities by
integrating scenario-based learning with relevant theories and models
(Bastable, 2019). This method can help students identify their weaknesses and
encourage them to practice logical reasoning in clinical settings. Although
there are challenges associated with scenario-based learning, this study aims
to examine and explore the influence of theories and models on scenario-based
learning within the undergraduate nursing educational program, particularly in
community health nursing, to identify gaps in learning strategies and students'
difficulties in understanding scenarios to solve issues using critical
thinking.
Theories and Models Attributed to Scenario-Based Learning:
This research explores scenario-based learning concepts, defining
Situated Learning theory as the knowledge gained from scenarios, as well as the
development of critical thinking and brainstorming skills. It also recognizes
the importance of real-life scenario environments in community health nursing
practice, providing intellectual understanding (opentext.wsu.edu, n.d.). The
theoretical frameworks utilized in this study include Situated Learning Theory,
the Critical Thinking and Scientific Literacy Model, and the Kirkpatrick Model.
Situated Learning Theory:
One contemporary method that supports meaningful learning falls within
contextual learning theory. As illustrated in Figure (1), this approach
encourages learners to become more active and develop real-world skills.
According to Situated Learning Theory, knowledge should be provided in an
authentic environment. Beginners should be immersed in everyday performance
contexts, applying conceptual thinking, and making productive yet low-risk uses
of artifacts (Besar, 2018). Within the community of practice, this often
requires social engagement and collaboration. Over time, learners transition
from this community to more complex activities, eventually taking on the role
of experts. Situated Learning emphasizes students' opportunities to showcase
their strengths and capabilities (Besar, 2018). It offers a learning
environment that reflects the culture and tools used in real-life scenarios
(Hursen & Gezer Fasli, 2017). By establishing real-life concepts, students
can understand problems by examining scenario facts and resolving challenges
using critical thinking, brainstorming, and concept mapping. This practice
helps them gain skills in class, making them more comfortable with real-life
performances.
Figure 1:
Situated Learning Theory
Model:
Note the model of situated
learning theory used in understanding community practice in the classroom by
having activities, artifacts, identities, and relationships when developing
scenario-based learning context. This model helps the students to be experts
and later novice in interaction and practice of any skills in real life.
(opentext.wsu.edu, n.d.)
Critical Thinking and Scientific Literacy Model:
Scientific literacy involves a thorough understanding of theoretical
concepts, phenomena, and procedures, along with the ability to apply this
knowledge scientifically in various situations during research. Students must
engage in practical literature to enhance their understanding of phenomena,
which is essential for developing scientific literacy. Improved scientific
literacy allows students to develop scientific understanding and inquiry
skills, thereby increasing their science literacy (Vic.gov.au, 2021). In
workplace collaborations, political developments, and data processing, critical
thinking is crucial. In nursing, critical thinking should be used to
demonstrate greater independence, interpretive perspectives, creativity,
flexibility, integrity, impartiality, identification, and reflection (Khoiriyah
& Husamah, 2018). Nurses should also use critical thinking skills in
providing care by evaluating data, establishing standards, taking initiative,
providing logical information, and understanding. According to the scientific
literacy model, developing critical thinking skills begins with building
competencies and knowledge acts, which involve understanding problems and
employing thinking skills in problem-solving and decision-making (Vieira,
Vieira & Martins, 2011). Scientific literacy encompasses developmental
competencies that integrate critical methods, knowledge, and cognitive values,
such as thinking skills, into science education. Scientific literacy, which
includes skills, accumulated conceptual learning, and practice to improve
schemes and standards, is identified as the foundation of critical thinking
(Vieira, Vieira & Martins, 2011).
Kirkpatrick Model:
As shown in Figure (2), the Kirkpatrick Model was used in scenario-based
learning to evaluate training programs. It consists of four levels of reaction.
The first level assesses participants' positive reactions to the learning
session (KloudLearn, 2020b). Students in scenario-based learning can provide
feedback to the teacher about the activity. The second level assesses
participants' ability to acquire the desired knowledge, skills, and attitudes
from the learning event (Sim, 2017). Teachers can evaluate the knowledge gained
and identify gaps in learning skills that need improvement based on students'
performance as observed and graded by the teachers. The third level evaluates
how well participants apply what they learned in training once they return to
work (KloudLearn, 2020b). This can be observed when students practice skills on
simulated mannequins. The fourth level determines the extent to which the
training and support packages result in the desired outcomes (KloudLearn,
2020b). These indicators are recommended for comprehensive and relevant
evaluation of learning in organizations, although their application becomes
more complex and expensive as you progress through the levels (Sim, 2017).
Figure 2:
Overview
of Kirkpatrick’s four-level training evaluation model:
Note: Kirkpatrick’s model explained how scenario-based learning evaluated
the first level where the reaction of the learning, second, learning acquired,
third, behavior of the participants, and finally, result and the outcome from
the learning and teaching.
Conclusion:
This research study helped to inspect and identify the theories and
models in relation to attribution of constructivist
Scenario-based learning on the thinking abilities analyzing approach of the undergraduate nursing educational program
studying community health nursing by using qualitative,
educational grounded theory research by using evaluation performance concepts and measurements by
observing the students of performance related to scenario-based learning. This
study will support the view of other authors that helped the students in their
knowledge and practice during the educational nursing gurney.
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