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How do Korean nursing students build knowledge? A constructivist grounded theory study

BMJ open, 2018-07, Vol.8 (7), p.e022050-e022050 [Peer Reviewed Journal]

Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. ;2018 Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ . Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. 2018 ;ISSN: 2044-6055 ;EISSN: 2044-6055 ;DOI: 10.1136/bmjopen-2018-022050 ;PMID: 30037877

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  • Title:
    How do Korean nursing students build knowledge? A constructivist grounded theory study
  • Author: Lee, Jung Jae ; Clarke, Charlotte L ; Carson, Maggie N ; Yang, Sook Ching
  • Subjects: Constructivism ; Curricula ; Data collection ; Distance learning ; Epistemology ; Grounded theory ; Knowledge management ; Medical Education and Training ; Nurses ; Nursing education ; Nursing theory ; Qualitative research ; R&D ; Research & development ; Research centers ; Researchers ; Students ; Systematic review
  • Is Part Of: BMJ open, 2018-07, Vol.8 (7), p.e022050-e022050
  • Description: IntroductionNursing is a knowledge-intensive profession. Therefore, to cope with the demands of the nursing role, nursing students need to become competent in managing information to build nursing knowledge. However, nursing students’ knowledge building process is poorly understood. This research aimed to explore (1) nursing students’ dynamics of how they process nursing information for knowledge building and (2) nursing students’ learning context in South Korea for their knowledge building.MethodsA constructivist grounded theory approach was used for this research. Data collection was achieved through four rounds of intensive individual and group interviews with 16 fourth year nursing students in South Korea. The collected data were coded by initial, focused and theoretical coding methods. Constant comparison analysis between data, codes, memos and categories was applied.ResultsThis research identified knowledge building dynamics consisting of three cognitive processes: connecting with information, deciding to accept information and building knowledge. Five motivational factors, including learners’ interest, necessity of information, volition to learn, utility of information and the frequency of information that influence the processes were discovered. Moreover, four knowledge stages of memorising, understanding, synthesising and applying and creating emerged.ConclusionsThis is the first empirical study on knowledge building dynamics in educational environments for healthcare professionals. The findings of this research provide nursing educators with a practical model that can be used to improve nursing curricula in facilitating students’ knowledge building processes. Moreover, a deeper understanding of sociocultural influences on nursing education can assist educators to adapt and generalise the findings to their pedagogical contexts, providing a culturally sensitive and relevant approach to nursing education.
  • Publisher: England: BMJ Publishing Group LTD
  • Language: English
  • Identifier: ISSN: 2044-6055
    EISSN: 2044-6055
    DOI: 10.1136/bmjopen-2018-022050
    PMID: 30037877
  • Source: ProQuest One Psychology
    BMJ Journals (Open Access)
    Geneva Foundation Free Medical Journals at publisher websites
    PubMed Central
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
    DOAJ Directory of Open Access Journals
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