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dc.contributor.authorShaw, Julie
dc.contributor.authorMitchell, Creina
dc.contributor.authorDel Fabbro, Letitia
dc.date.accessioned2017-08-14T23:37:13Z
dc.date.available2017-08-14T23:37:13Z
dc.date.issued2015
dc.identifier.issn1357-6283
dc.identifier.doi10.4103/1357-6283.170123
dc.identifier.urihttp://hdl.handle.net/10072/141548
dc.description.abstractBackground: Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. Methods: The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Results: Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. Discussion: This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherThe Network:Towards Unity for Health
dc.relation.ispartofpagefrom124
dc.relation.ispartofpageto129
dc.relation.ispartofissue2
dc.relation.ispartofjournalEducation for Health
dc.relation.ispartofvolume28
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchMedicine, nursing and health curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchPublic health
dc.subject.fieldofresearchcode420599
dc.subject.fieldofresearchcode390110
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4206
dc.titleGroup work: Facilitating the learning of international and domestic undergraduate nursing students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-sa/3.0/
dc.description.versionVersion of Record (VoR)
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.rights.copyright© The Author(s) 2015. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 (CC BY-NC-SA 3.0) License (http://creativecommons.org/licenses/by-nc-sa/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited. If you alter, transform, or build upon this work, you may distribute the resulting work only under a licence identical to this one.
gro.hasfulltextFull Text
gro.griffith.authorDel Fabbro, Letitia A.


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