The Effects of Action-Learning based Simulation Practice Program on Interpersonal Communication Competence and Problem Solving Ability of the Nursing Students / 의료커뮤니케이션

PURPOSE: The purpose of this study was to investigate the effects of a action-learning based simulation practice program on nursing students' interpersonal communication competence and problem solving ability.METHOD: The action-learning based simulation practice program was developed by using the ADDIE mode. A single group pre-post test and time series design was used. Data was collected from senior in nursing university. 89 students participated in pretest group and 116 students participated in posttest group.RESULTS: Interpersonal communication competence and problem solving ability were significantly higher in posttest group than pretest group.CONCLUSION: Action-learning based simulation practice program is an effective teaching strategy to enhance communication competence and problem solving ability.

Application of Action Learning in Ethics Teaching For Operating Room Nursing Students / 中国医学伦理学

Objective:To explore the application effect of action learning for nursing ethic teaching in operating room.Methods:Total 94 nursing students were divided into two groups to compare the testing scores and the inci-dence of hidden security events .The control group underwent the traditional teaching method , and the experimental group taken Action learning .Results:The testing scores and the accurate rates of case analysis problem of the ex-perimental group were higher than those in the control group (P<0.05).While the rate of hidden danger events of the experimental group was significantly lower than that in the control group ( P <0 .05 ) .Conclusion: Action learning can stimulate students′learning potential , improve the effect of learning , and reduce the incidence of secu-rity events.

Effects of an Action Learning based Creative Problem-Solving Course for Nursing Students / 간호행정학회지

PURPOSE: This study was conducted to identify the effects of an action learning based creative problem-solving (CPS) course on problem solving, creativity and team-member exchange in nursing students. METHODS: A quasi-experimental study applying a non-equivalent control group pre-post design was employed. Sophomore nursing students (32 in the experimental group and 33 in the control group) were recruited from a university in G-city, Korea. Problem solving, creativity and team-member exchange were measured for the pretest and posttest using self-report questionnaires. Kolmogorov-Smirnov test, Chi-square, Fisher's exact test, t-test, and ANCOVA with SPSS/Win 20.0 program were used to analyze the data. RESULTS: The scores for problem solving, creativity and team-member exchange in the experimental group were significantly higher than those of the control group. CONCLUSION: Results of this study indicate that an action learning based CPS course is an effective teaching method to improve nursing students' competencies. In the future longitudinal studies are needed to assess the long term effects of the course.

Effects of Action Learning Approaches on Learning Outcomes in Nursing Management Courses / 간호행정학회지

PURPOSE: The purpose of this study was to identify effects of action learning approaches on learning outcomes of students taking nursing management courses. METHODS: The questionnaire surveys were completed between March 2011 and June 2012 by 109 undergraduate seniors in the nursing department of C University. Survey data were obtained 3 times: before, in and after the study of nursing management. The course consisted of lectures and clinical practices. Learning outcomes were measured through problem solving skills, team efficacy, and class satisfaction. Collected data were analyzed using repeated measures ANOVA with the SPSS 20.0 program. RESULTS: Scores for problem solving skills (F=13.67, p<.001) and team efficacy (F=4.49, p=.012) showed statistically significant increases after the course. The scores also increased significantly after the lectures for 5 of 9 problem solving skill subscales: analysis skill, divergent thinking, decision making, assessment, feedback, and after the clinical practices for 2 subscales: divergent thinking, and execution and risk taking. Class satisfaction score also increased after both the lectures and the clinical practices. CONCLUSION: The findings from this study suggest that an action learning approaches for nursing management courses would be a useful teaching and learning method to achieve learning outcomes.

Coaching de grupo ciga-Coaching de inspiração grupoanalítica / Group Coaching - ciga-Coaching of group analytic inspiration / Coaching de grupo - ciga-Coaching de inspiración grupoanalítica

A autora partilha a sua experiencia na aplicação dos conceitos Grupanalíticos ao Coaching de Executivos. Explana as vantagens da utilização de pequenos grupos, formato Action Learning, nos processos de aprendizagem e insight, sobretudo em contextos em que não há uma única resposta ou uma única abordagem para os projectos e situações, como é o caso do contexto empresarial actual. Na opinião da autora a sua abordagem CIGA-Coaching de Inspiração Grupanalitica pode ser descrita como uma forma de Action Learning. O presente trabalho também expõe alguns dos objectivos de participantes em Grupos CIGA e as características principais desta metodologia de intervenção. Por ultimo fala nos cuidados a ter no Coaching de Equipas e na importância de conjugar as teorias Grupanalítica e Sistêmica quando o foco da intervenção são as equipas ou a empresa. Considera fundamental que estas metodologias sejam manejadas por pessoas com formação específica, empresarial e Grupanalítica, e sujeitas a rigorosa supervisão.

The author shares her experience while implementing the Group Analytical concepts to the Executive Coaching. She details the advantages of working with small groups, Action Learning set, on the learning processes and insight, mainly in contexts where there are more than one approach or answer for the projects or the stand points, as currently happens on companies environments. She describes, and has the opinion, that CIGA - Coaching de Inspiracion Grupanalitica® can be characterized as a kind of Action Learning. The paper also state and shares the objectives of same participants arising during CIGA group sessions. It also states the main characteristics of this methodology. Finally she highlights the precautions to consider when performing Team Coaching and the importance to combine the Group Analytical and the Systemic Theories on teams and companies interventions. For the author all these methodologies should be performed by professionals with a solid background in Organizations and Group Analytic experience, under a regular supervision.

El autor comparte su experiencia en la aplicación de los conceptos grupo-analíticos al Coaching Ejecutivo. Expone las ventajas de los grupos pequeños, el formato de Action Learning, en el proceso de aprendizaje e insight, especialmente en contextos donde no hay una respuesta única o una aproximación única a los problemas y situaciones, como es el caso con el entorno empresarial actual. En la opinión del autor CIGA-Coaching Inspiración Grupo-Analítico puede ser descrito como una forma de Action Learning. Este artículo también describe algunos de los objectivos formuladas por los participantes en grupos CIGA y las principales características de esta metodología de intervención. Por último el autor habla sobre el cuidado a tener en el Coaching del equipo y la importancia de la combinación de teorias Grupo-analítica e Sistêmica cuando el foco de la intervención son los equipos o la empresa. Tenga en cuenta que es esencial que estas metodologías sean manejadas por personal especializado, con entrenamiento en el manejo de grupos, e con supervisión asiduo.