Facilitating students’ critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study
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| Publicado en: | Nurse Education in Practice vol. 83 (Feb 2025), p. 104266 |
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| Otros Autores: | , |
| Publicado: |
Elsevier Limited
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1016/j.nepr.2025.104266 |2 doi | |
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| 100 | 1 | |a Hwang, Gwo-Jen |u Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan; Yuan Ze University, Taoyuan City, Taiwan | |
| 245 | 1 | |a Facilitating students’ critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study | |
| 260 | |b Elsevier Limited |c Feb 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Aim The aim of this study was to explore the use of generative artificial intelligence (GenAI) in geriatric nursing classes for the design of older adult activities to educate students on how to pose clear questions, provide and identify potentially suitable daily activities for older adults. Background Researchers in various educational fields are increasingly employing GenAI tools such as ChatGPT for curriculum development and research. Question generation is an essential skill for all students to learn to acquire knowledge. However, there is limited experimental evidence on teaching students to correctly use GenAI for assisting with question generation ability and empirical data related to improving students' capacity for solving complex problems remains scarce. Design A mixed-method study design with both quantitative and qualitative analysis. Methods This study investigated the effectiveness of a GenAI-guided prompt-based learning approach implemented in a geriatric nursing class for first-year undergraduate students, involving a cohort of 56 participants. Results Experimental results indicated that the GenAI-guided prompt-based learning approach significantly enhanced students' critical thinking, metacognition and problem-solving tendencies and their question generation via prompts performance. Moreover, participants who engaged in the GenAI-guided prompt-based learning approach found the tasks easier to complete and required less cognitive effort. Conclusions Nursing students using the GenAI-guided prompt-based learning approach outperformed the control group in cognitive network analysis dimensions of clarity, relevance, complexity, precision and engagement. Thus, integrating GenAI prompts into course activities can effectively improve student learning outcomes, reduce metacognitive load and assist in solving learning problems. | |
| 653 | |a Problem solving | ||
| 653 | |a Curriculum development | ||
| 653 | |a Geriatrics | ||
| 653 | |a Undergraduate students | ||
| 653 | |a Nursing | ||
| 653 | |a Older people | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Qualitative research | ||
| 653 | |a Learning | ||
| 653 | |a Teaching | ||
| 653 | |a Activities of daily living | ||
| 653 | |a Metacognition | ||
| 653 | |a Curricula | ||
| 653 | |a Network analysis | ||
| 653 | |a Critical thinking | ||
| 653 | |a Nursing education | ||
| 653 | |a Chatbots | ||
| 653 | |a College students | ||
| 653 | |a Cognition | ||
| 653 | |a Questions | ||
| 653 | |a Nurses | ||
| 653 | |a Adults | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Ability | ||
| 653 | |a Learning Activities | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Control Groups | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Adult Learning | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Learning Processes | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Learning Theories | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Health Promotion | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Creativity | ||
| 653 | |a Aging (Individuals) | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Educational Researchers | ||
| 700 | 1 | |a Pei-Yu, Cheng |u Department of Information Management, Tamkang University, New Taipei City, Taiwan | |
| 700 | 1 | |a Ching-Yi, Chang |u School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei 11031, Taiwan | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 83 (Feb 2025), p. 104266 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3168656923/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3168656923/fulltext/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3168656923/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |