000			02817nam a2200217Ia 4500
008			240108s2012 xx 000 0 und d
040			_cManila Tytana Colleges
100			_aGareza, April Apple G. _98509
245		0	_aGearing toward constructivism in nursing education / _cApril Apple G. Gareza
260			_cSeptember 2012
336			_atext
337			_aunmediated
338			_avolume
440			_n1, pages 138-151 _aKaizen Research Journal _98510
520			_aThe first and second part will cover my reflection on traditional lecture, critical thinking process and problem based learning to identify the common issues that affect nursing education and the benefit of each in reflective practice. Problem-based learning PBL an innovative approach to curriculum design and implementation where knowledge, skills, attitude and values are organized around authentic problems that motivate students to identify and research concepts to solve the problem. According to (Graaff and Kolmos, 2003) this method of education designed to encourage critical thinking. In traditional lecture-based instruction, information is passively transferred from educator to students; in facilitated learning the latter are not the passive recipients of knowledge but are actively involved in activities where they construct their own knowledge as they are thrust into unknown learning situations 'where parameters may not be well defined and the task at hand ambiguous just like in the real world' (Massa, 2008). Critical thinkers in nursing practice the cognitive skills of analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting and transforming knowledge the concept of critical thinking may be one of the most significant trends in education relative to the dynamic relationship between how teachers teach and how students learn (Mason, 2010). A clear link between nursing education and critical thinking has not been established despite prominent calls for the necessity of critical thinking in nurses and the proof of critically thinking graduates. Although there is call for the necessity of critical thinking in nursing and the proof of critically thinking graduates, there is no established clear link between nursing education and critical thinking. With the understanding that nursing education must provide active learning experiences that promote critical thinking and analysis and problem-solving skills, this provides an alternative guide for higher education that takes into account the learner, the instructor, and the systems that influence their relationships, providing congruence for educational outcome.
521			_aNursing.
650			_aConstructivism. _98511
650			_aNursing program. _95314
650			_aProblem-based learning. _98512
942			_cA
999			_c85640 _d85640