Browsing by Author "Olson, Joanne"
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ItemAn evolutionary concept analysis of learner-centered teaching(2021) Oyelana, Olabisi; Olson, Joanne; Caine, VeraIntroduction An increasing need for a paradigm shift from traditional teacher-centered teaching model has led to an adoption of learner-centered teaching (LCT) in nursing education. However, programs aimed at LCT barely integrate its principles within their frame of reference, as there tends to be no explicit or clear operationalized definition. The ambiguity and a lack of consensus not only predisposes nursing faculty to erratic teaching practices but also compromises the validity and trustworthiness of any scholarship associated with LCT. Objective The aim of this review was to clarify the concept of LCT for nursing education research and teaching practice purposes. Design and Methods We used an evolutionary framework to review the literature relevant to LCT. Evolutionary concept analysis is a scientific method of inquiry which focuses on analysis of empirical data to identify the attributes, antecedents, and consequences of a concept. Data Sources A comprehensive and systematic review of empirical and conceptual publications from the disciplines of Nursing, Medicine, and Educational psychology provided the sources for this concept analysis. Results. The key defining attributes of learner-centered teaching identified were autonomy, empowerment, engagement, and collaboration. The key antecedents for LCT were trusting relationship, personal responsibility, mutual respect, and empathy. We identified nine primary consequences and an exemplar of LCT from personal teaching experience and the literature. Conclusions LCT is a highly complex concept with many aspects that make it difficult to provide an authoritative definition. However, we identified key attributes, antecedence, and consequences for an operationalization of LCT in nursing education research and teaching practice. ItemAn evolutionary concept analysis of learner-centered teaching(2022) Oyelana, Olabisi; Olson, Joanne; Caine, VeraBackground An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. Objective The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. Design An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. Sample and setting Empirical and theoretical literature selected from the fields of education, nursing, and medicine. Methods A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. Results Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. Conclusions Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing. ItemInterprofessional simulation learning with nursing and pharmacy students: a qualitative study(2014) Paul, Pauline; Olson, Joanne; Sadowski, Cheryl; Parker, Brian; Alook, AngeleThe purpose of this study, which occurred in a large Canadian university, was to seek perceptions of undergraduate nursing and pharmacy students on how interprofessional simulation learning (ISL) facilitates the development of disciplinary learning as well as interprofessional skills. Item“That wall was broken down”: building reciprocal learning partnerships through interprofessional simulation learning(2015) Parker, Brian; Olson, Joanne; Paul, Pauline; Jackman, Deirdre; Alook, Angele; Sadowski, Cheryl; Cox, Cheryl; MacLennan, StewartGlobally, healthcare education programs, including nursing, are increasingly utilizing simulation-based learning despite limited research to guide its pedagogical application. To date, the use of simulation in undergraduate healthcare education has predominately embraced a uni-professional approach, but with the evolution of the modern healthcare environment there is a need to move beyond discipline specific training and embrace interprofessional modes of practice. Interprofessional simulation learning (ISL) has shown limited the potential to build reciprocal learning partnerships and improve patient care. However the emerging body of literature on the application of ISL highlights the need to further increase our understanding in order to maximize the integration of ISL into undergraduate nursing curricula. The purpose of this presentation will be to present the study findings and engage the audience in a discussion of the themes that emerged. Through discussion we hope to increase educator awareness of this teaching/learning modality and its positive impact on role awareness and the interprofessional collaboration skills vital in the modern healthcare environment.