Abstract

Purpose: Kolb (1984)'s Experiential Learning Theory Model [Kolb's ELT Model] sets out four distinct learning styles since it offers both a way to understand individual people's different learning styles including diverging, assimilating, converging, and accommodating, and also an explanation of a cycle of experiential learning including concrete experience [CO], reflective observation [RO], abstract conceptualization [AC], and active experiment [AE] that applies to us all. The purpose of this presentation is to develop and to evaluate effects of a cinenurducation (i.e. nursing education using cinema) based on Kolb's ELT Model for first-year nursing students in a private research university located in Busan, South Korea. Methods: Using case study eight-two nursing freshmen participated in human growth and development course in the 2013 spring semester. In each class, participants watched film (CE), participated in think pair share (RO), synthesized from educator's lecture (AC), and wrote a composition (AE) based on Kolb's four learning stages. After class 74 participants (90.2%) filled out a questionnaire to analyze satisfaction of cinenurducation according to students' learning style and learning content, and open-ended survey to find merits and demerits of cinenurducation. Results: This study showed high satisfaction of cinenurducation regardless of learning type (F=0.17, p=.913) including Diverger, Accomodator, Converger, and Assimilator, and content concerning child growth and development (F=1.24, p=.302) including Infant, Toddler, Preschooler, Schooler, and Adolescent stage. Advantages of cinenurducation included it being 'fun and interesting,' 'helpful to understand the characteristics of children,' and 'develop critical thinking through discussions.' Disadvantages included 'long time needed,' and 'burdensome.' Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.

Author Details

Jina Oh, RN, PhD; Mihae Im, BSN, RN; Hyerin Roh, PhD, MD

Sigma Membership

Non-member

Type

Poster

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

N/A

Keywords:

Cinenurducation, Nursing Education, Child Development

Conference Name

25th International Nursing Research Congress

Conference Host

Sigma Theta Tau International

Conference Location

Hong Kong

Conference Year

2014

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Effects of cinenurducation based on Kolb's Experiential Learning Theory Model for understanding child growth and development

Hong Kong

Purpose: Kolb (1984)'s Experiential Learning Theory Model [Kolb's ELT Model] sets out four distinct learning styles since it offers both a way to understand individual people's different learning styles including diverging, assimilating, converging, and accommodating, and also an explanation of a cycle of experiential learning including concrete experience [CO], reflective observation [RO], abstract conceptualization [AC], and active experiment [AE] that applies to us all. The purpose of this presentation is to develop and to evaluate effects of a cinenurducation (i.e. nursing education using cinema) based on Kolb's ELT Model for first-year nursing students in a private research university located in Busan, South Korea. Methods: Using case study eight-two nursing freshmen participated in human growth and development course in the 2013 spring semester. In each class, participants watched film (CE), participated in think pair share (RO), synthesized from educator's lecture (AC), and wrote a composition (AE) based on Kolb's four learning stages. After class 74 participants (90.2%) filled out a questionnaire to analyze satisfaction of cinenurducation according to students' learning style and learning content, and open-ended survey to find merits and demerits of cinenurducation. Results: This study showed high satisfaction of cinenurducation regardless of learning type (F=0.17, p=.913) including Diverger, Accomodator, Converger, and Assimilator, and content concerning child growth and development (F=1.24, p=.302) including Infant, Toddler, Preschooler, Schooler, and Adolescent stage. Advantages of cinenurducation included it being 'fun and interesting,' 'helpful to understand the characteristics of children,' and 'develop critical thinking through discussions.' Disadvantages included 'long time needed,' and 'burdensome.' Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.