Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students
The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches. We...
Gespeichert in:
| Veröffentlicht in: | Nursing outlook 2016-01, Vol.64 (1), p.37-48 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 48 |
|---|---|
| container_issue | 1 |
| container_start_page | 37 |
| container_title | Nursing outlook |
| container_volume | 64 |
| creator | McComb, Sara A. Kirkpatrick, Jane M. |
| description | The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches.
We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering.
Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors.
Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency.
The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries. |
| doi_str_mv | 10.1016/j.outlook.2015.10.006 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1779877075</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><els_id>S0029655415002808</els_id><sourcerecordid>3946627591</sourcerecordid><originalsourceid>FETCH-LOGICAL-c426t-53679046afe2052c45a3498467dd80e8089787d30b3f61e14ae8ffd1d48e01233</originalsourceid><addsrcrecordid>eNqNkcuO1DAQRS0EYpqBTwBZYsMmjZ34FTYItXiMNBIbWFseuxLcJHawnRHzC3w1Dt2wYAOrsq5OlVV1EHpKyZ4SKl4e93EtU4xf9y2hvGZ7QsQ9tKO8VU3XC3Uf7Qhp-0Zwzi7Qo5yPhBDGZP8QXbSCK8H7dod-XM2LsQXHAS_gzBhHb82EzbKkaOwXyDgGbOMYfPG3UF_zMsF3X-6wCQ7Psaam-MqUiCcwKbzCh8qY5MOIw5ryVjcUwugDwK98DQ7SmIxbTQGcy-oglPwYPRjMlOHJuV6iz-_efjp8aK4_vr86vLluLGtFaXgnZE-YMAO0hLeWcdOxXjEhnVMEFFG9VNJ15KYbBAXKDKhhcNQxBYS2XXeJXpzm1hW_rZCLnn22ME0mQFyzplL2Skoi-X-gghKpWtZX9Plf6DGuKdRFNqqTsusYqxQ_UTbFnBMMekl-NulOU6I3r_qoz1715nWLq9fa9-w8fb2Zwf3p-i2yAq9PANTL3XpIOlsPwYLzCWzRLvp_fPETQeK4hg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1763773344</pqid></control><display><type>article</type><title>Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>Elsevier ScienceDirect Journals Complete</source><creator>McComb, Sara A. ; Kirkpatrick, Jane M.</creator><creatorcontrib>McComb, Sara A. ; Kirkpatrick, Jane M.</creatorcontrib><description>The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches.
We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering.
Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors.
Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency.
The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries.</description><identifier>ISSN: 0029-6554</identifier><identifier>EISSN: 1528-3968</identifier><identifier>DOI: 10.1016/j.outlook.2015.10.006</identifier><identifier>PMID: 26586592</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Accreditation ; Adult ; Age Factors ; Approaches ; Boundaries ; Classrooms ; Cognition ; Cognitive complexity ; Comparative analysis ; Cross-Sectional Studies ; Currency ; Education, Nursing, Baccalaureate - organization & administration ; Engineering ; Engineering - organization & administration ; Engineering education ; Extrinsic motivation ; Female ; Higher education ; Humans ; Intrinsic motivation ; Learning ; Licensing ; Male ; Motivation ; Motivation to learn ; Nurses ; Nursing ; Nursing education ; Students, Nursing - psychology ; Teaching - organization & administration ; Teaching methods ; Time Factors ; Undergraduate students ; Young Adult</subject><ispartof>Nursing outlook, 2016-01, Vol.64 (1), p.37-48</ispartof><rights>2016 Elsevier Inc.</rights><rights>Copyright © 2016 Elsevier Inc. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Jan-Feb 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c426t-53679046afe2052c45a3498467dd80e8089787d30b3f61e14ae8ffd1d48e01233</citedby><cites>FETCH-LOGICAL-c426t-53679046afe2052c45a3498467dd80e8089787d30b3f61e14ae8ffd1d48e01233</cites><orcidid>0000-0002-9564-5295</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0029655415002808$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,30976,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26586592$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McComb, Sara A.</creatorcontrib><creatorcontrib>Kirkpatrick, Jane M.</creatorcontrib><title>Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students</title><title>Nursing outlook</title><addtitle>Nurs Outlook</addtitle><description>The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches.
We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering.
Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors.
Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency.
The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries.</description><subject>Accreditation</subject><subject>Adult</subject><subject>Age Factors</subject><subject>Approaches</subject><subject>Boundaries</subject><subject>Classrooms</subject><subject>Cognition</subject><subject>Cognitive complexity</subject><subject>Comparative analysis</subject><subject>Cross-Sectional Studies</subject><subject>Currency</subject><subject>Education, Nursing, Baccalaureate - organization & administration</subject><subject>Engineering</subject><subject>Engineering - organization & administration</subject><subject>Engineering education</subject><subject>Extrinsic motivation</subject><subject>Female</subject><subject>Higher education</subject><subject>Humans</subject><subject>Intrinsic motivation</subject><subject>Learning</subject><subject>Licensing</subject><subject>Male</subject><subject>Motivation</subject><subject>Motivation to learn</subject><subject>Nurses</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Students, Nursing - psychology</subject><subject>Teaching - organization & administration</subject><subject>Teaching methods</subject><subject>Time Factors</subject><subject>Undergraduate students</subject><subject>Young Adult</subject><issn>0029-6554</issn><issn>1528-3968</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkcuO1DAQRS0EYpqBTwBZYsMmjZ34FTYItXiMNBIbWFseuxLcJHawnRHzC3w1Dt2wYAOrsq5OlVV1EHpKyZ4SKl4e93EtU4xf9y2hvGZ7QsQ9tKO8VU3XC3Uf7Qhp-0Zwzi7Qo5yPhBDGZP8QXbSCK8H7dod-XM2LsQXHAS_gzBhHb82EzbKkaOwXyDgGbOMYfPG3UF_zMsF3X-6wCQ7Psaam-MqUiCcwKbzCh8qY5MOIw5ryVjcUwugDwK98DQ7SmIxbTQGcy-oglPwYPRjMlOHJuV6iz-_efjp8aK4_vr86vLluLGtFaXgnZE-YMAO0hLeWcdOxXjEhnVMEFFG9VNJ15KYbBAXKDKhhcNQxBYS2XXeJXpzm1hW_rZCLnn22ME0mQFyzplL2Skoi-X-gghKpWtZX9Plf6DGuKdRFNqqTsusYqxQ_UTbFnBMMekl-NulOU6I3r_qoz1715nWLq9fa9-w8fb2Zwf3p-i2yAq9PANTL3XpIOlsPwYLzCWzRLvp_fPETQeK4hg</recordid><startdate>201601</startdate><enddate>201601</enddate><creator>McComb, Sara A.</creator><creator>Kirkpatrick, Jane M.</creator><general>Elsevier Inc</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-9564-5295</orcidid></search><sort><creationdate>201601</creationdate><title>Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students</title><author>McComb, Sara A. ; Kirkpatrick, Jane M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c426t-53679046afe2052c45a3498467dd80e8089787d30b3f61e14ae8ffd1d48e01233</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Accreditation</topic><topic>Adult</topic><topic>Age Factors</topic><topic>Approaches</topic><topic>Boundaries</topic><topic>Classrooms</topic><topic>Cognition</topic><topic>Cognitive complexity</topic><topic>Comparative analysis</topic><topic>Cross-Sectional Studies</topic><topic>Currency</topic><topic>Education, Nursing, Baccalaureate - organization & administration</topic><topic>Engineering</topic><topic>Engineering - organization & administration</topic><topic>Engineering education</topic><topic>Extrinsic motivation</topic><topic>Female</topic><topic>Higher education</topic><topic>Humans</topic><topic>Intrinsic motivation</topic><topic>Learning</topic><topic>Licensing</topic><topic>Male</topic><topic>Motivation</topic><topic>Motivation to learn</topic><topic>Nurses</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Students, Nursing - psychology</topic><topic>Teaching - organization & administration</topic><topic>Teaching methods</topic><topic>Time Factors</topic><topic>Undergraduate students</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McComb, Sara A.</creatorcontrib><creatorcontrib>Kirkpatrick, Jane M.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nursing outlook</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McComb, Sara A.</au><au>Kirkpatrick, Jane M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students</atitle><jtitle>Nursing outlook</jtitle><addtitle>Nurs Outlook</addtitle><date>2016-01</date><risdate>2016</risdate><volume>64</volume><issue>1</issue><spage>37</spage><epage>48</epage><pages>37-48</pages><issn>0029-6554</issn><eissn>1528-3968</eissn><abstract>The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches.
We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering.
Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors.
Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency.
The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>26586592</pmid><doi>10.1016/j.outlook.2015.10.006</doi><tpages>12</tpages><orcidid>https://orcid.org/0000-0002-9564-5295</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0029-6554 |
| ispartof | Nursing outlook, 2016-01, Vol.64 (1), p.37-48 |
| issn | 0029-6554 1528-3968 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1779877075 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Elsevier ScienceDirect Journals Complete |
| subjects | Accreditation Adult Age Factors Approaches Boundaries Classrooms Cognition Cognitive complexity Comparative analysis Cross-Sectional Studies Currency Education, Nursing, Baccalaureate - organization & administration Engineering Engineering - organization & administration Engineering education Extrinsic motivation Female Higher education Humans Intrinsic motivation Learning Licensing Male Motivation Motivation to learn Nurses Nursing Nursing education Students, Nursing - psychology Teaching - organization & administration Teaching methods Time Factors Undergraduate students Young Adult |
| title | Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-07T15%3A27%3A44IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Impact%20of%20pedagogical%20approaches%20on%20cognitive%20complexity%20and%20motivation%20to%20learn:%20Comparing%20nursing%20and%20engineering%20undergraduate%20students&rft.jtitle=Nursing%20outlook&rft.au=McComb,%20Sara%20A.&rft.date=2016-01&rft.volume=64&rft.issue=1&rft.spage=37&rft.epage=48&rft.pages=37-48&rft.issn=0029-6554&rft.eissn=1528-3968&rft_id=info:doi/10.1016/j.outlook.2015.10.006&rft_dat=%3Cproquest_cross%3E3946627591%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1763773344&rft_id=info:pmid/26586592&rft_els_id=S0029655415002808&rfr_iscdi=true |