Cultivating Communities of Practice: A Guide to Managing Knowledge

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Problem-Based Learning: An Approach to Medical Education

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

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Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

This study describes the development of emotional intelligence (EI), leadership, and caring in undergraduate nursing students throughout their educational program. A correlational, repeated measures study design was used. Fifty-two nursing students completed four self-report questionnaires on three occasions (T1, T2, T3): BarOn Emotional Quotient Inventory: Short (EQ-i:S), Self-Assessment Leadership Instrument (SALI), Caring Ability Inventory (CAI), and Caring Dimensions Inventory (CDI). Mean scores for Total EI did not change significantly over time (T1, 100.1 ± 13.8; T2, 103.1 ± 13.8; T3, 101.6 ± 14.7). However, EI adaptability was higher at T2 (101.6 ± 13.1) and T3 (101.8 ± 14.1) than at T1 (97.0 ± 12.5; p = 0.03), as was CAI Courage (64.2 ± 9.5, 66.7 ± 9.5, 66.9 ± 8.7; p = 0.04) and the CDI (96.8 ± 18.1, 103.0 ± 7.3, 102.0 ± 10.9; p = 0.02). Changes in EI were positively correlated (r > 0.50, p < 0.001) with changes in SALI, CAI Knowing, and CAI Courage. During the undergraduate program, significant increases occurred in caring and EI adaptability but not in overall EI or leadership.

Longitudinal Study of Emotional Intelligence, Leadership, and Caring in Undergraduate Nursing Students

Aim
To describe an analysis of the concept of abductive reasoning.

Background
In the discipline of nursing, abductive reasoning has received only philosophical attention and remains a vague concept. In addition to deductive and inductive reasoning, abductive reasoning is not recognized even in prominent nursing knowledge development literature. Therefore, what abductive reasoning is and how it can inform nursing practice and education was explored.

Design
Concept analysis.

Data sources
Combinations of specific keywords were searched in Web of Science, CINAHL, PsychINFO, PubMed, Medline and EMBASE. The analysis was conducted in June 2012 and only literature before this period was included. No time limits were set.

Methods
Rodger's evolutionary method for conducting concept analysis was used.

Results
Twelve records were included in the analysis. The most common surrogate term was retroduction, whereas related terms included intuition and pattern and similarity recognition. Antecedents consisted of a complex, puzzling situation and a clinician with creativity, experience and knowledge. Consequences included the formation of broad hypotheses that enhance understanding of care situations. Overall, abductive reasoning was described as the process of hypothesis or theory generation and evaluation. It was also viewed as inference to the best explanation.

Conclusion
As a new approach, abductive reasoning could enhance reasoning abilities of novice clinicians. It can not only incorporate various ways of knowing but also its holistic approach to learning appears to be promising in problem-based learning. As nursing literature on abductive reasoning is predominantly philosophical, practical consequences of abductive reasoning warrant further research.

http://ilms.cjcu.edu.tw/sys/read_attach.php?id=286623

A concept analysis of abductive reasoning.

Purpose: To describe and compare the development of emotional-social intelligence (ESI), caring, and leadership of nursing and physical therapy students from the beginning of their professional education until after their first clinical experiences. Methods: At the beginning of their first professional year, 73 nursing students and 60 physical therapy students completed three self-report questionnaires: the BarOn Emotional Quotient Inventory Short (EQ-i:S) for ESI, the Caring Ability Inventory, and the Self-Assessment Leadership Instrument (SALI). For each instrument, higher scores represent higher levels of ESI, caring, or leadership, respectively. The students completed the questionnaires again after finishing their first clinical experiences. Results: A two-way ANOVA with repeated measures (group vs time) revealed a significant interaction for the total score of the EQ-i:S. At both time periods, scores on the SALI were lower for the nursing students compared to the physical therapy students. There were no other significant time or group effects. Conclusion: Nursing and physical therapy students had little change in ESI, leadership, and caring between the start of their academic programs and completion of their first clinical affiliations. J Allied Health 2011; 40(2):96-102. EMOTIONAL INTELLIGENCE (EI) or emotional-social intelligence (ESI) is an attribute just recently being studied for its significance in health science professions. Bar-On defines ESI as "a multi-factorial array of emotional and social competencies that determine how effectively we relate with ourselves and others and cope with daily demands and pressures."1 Moreover, ESI is considered necessary for individual and workplace success.2-4 There is also some evidence that ESI can improve with life experiences and training.1,5 Both the nursing and physical therapy professions have shown an interest in the ESI concept, but most of the work in the literature remains theoretical.6-8 Ramsden and Taylor9 have argued that to be effective, practitioners must see the world through the eyes of the patient. Gard and Gyllensten8 further maintained that better treatment outcomes are obtained when the physical therapist and patient better understand and express emotion. Their opinion was supported by a qualitative study where expert physical therapists indicated the need for both themselves and their patients to identify and express their emotions.10 Only a few publications have reported on the relationship of ESI to other attributes in nurses or physical therapists or students of these professions. Farmer11 suggested that higher ESI may help prevent burnout in nurses but found no relationship between ESI and job satisfaction in this group. Grace12 found that some aspects of ESI of nursing students predicted satisfaction with their educational program but reported no association between ESI and grade point average (GPA). Cross-sectional studies on physical therapy students have revealed positive correlations between ESI and cognitive/academic ability13 and between ESI and 2 out of 24 items on a clinical performance measure. 14 None of these studies investigated the development of ESI in nursing or physical therapy students during their academic or clinical education. "Caring" is an important concept in the health professions15- 17 and one that has been linked, at least in theory, to ESI.6,16,18 Definitions of caring vary but include reference to both the physical actions and emotional concern of the "carer" as he/she supports and responds to the needs of others.18 Caring has also been described as a relationship that involves receptivity, engrossment, and reciprocity of the one caring and the person being cared for.15 Akerjordet and Severinsson call caring the "essence of health care"19(p571) and suggest that emotional intelligence is one of the skills required for appropriate caring. Rego and colleagues20 reported that some aspects of selfreport EI of nurses were significantly correlated with patients' ratings of their caring behaviors. …

Examining change in emotional-social intelligence, caring, and leadership in health professions students

Aim To explore baccalaureate nursing student perceptions of what makes an effective nurse educator in the clinical practice setting and the influence of effective teaching on student experiences. Method Online surveys (n=511) and focus groups (n=7) were completed by nursing students enrolled in all four years of the baccalaureate programme. Data were analysed using content analysis. Findings Participants indicated that effective teachers foster positive experiences, motivation, meaningful learning and success. They were perceived to be prepared, person-centred, professional, passionate and positive, and to prepare students for success using active strategies. They adjusted to meet individual students' needs at each level of the programme. Conclusion Important characteristics and factors in effective clinical teaching were identified. These may be used to develop effective clinical teaching initiatives.

Student perceptions of effective nurse educators in clinical practice.

In addition to having academic knowledge and clinical skills, health care professionals need to be caring, ethical practitioners who are able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health care students change from the beginning to the end of their programs. Students from nursing, bachelor of health science and two physical therapy programs completed self-report questionnaires to evaluate emotional-social intelligence (BarOn Emotional Quotient Inventory: Short (EQ-i:S)), caring (Caring Ability Inventory (CAI)) and leadership (Self- Assessment Leadership Inventory) at the beginning and end of their programs. Students in three of the programs also completed a test of moral decision-making (Defining Issues Test (DIT-2)) at both time points. Two-way analyses of variance (program versus time) demonstrated significant time effects for the total score of EQ-i:S, the Knowing subscale of CAI and the N2 score of the DIT-2. There were no other significant time effects and no major differences between programs. It can be concluded that health care and health science students show small improvements in emotional-social intelligence, caring, and moral judgment from the beginning to the end of their educational programs.

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Lynn Martin

Papers

Longitudinal Study of Emotional Intelligence, Leadership, and Caring in Undergraduate Nursing Students

A concept analysis of abductive reasoning.

Examining change in emotional-social intelligence, caring, and leadership in health professions students

Student perceptions of effective nurse educators in clinical practice.

Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs.