Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students

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• 作者：Sara A. McComb ; PhD ; PE^a ; ^b ; ^{sara@purdue.edu" class="auth_mail" title="E-mail the corresponding author} ; Jane M. Kirkpatrick ; PhD ; MSN ; RNC-OB ; ANEF^a
• 关键词：Nursing education ; Cognitive complexity ; Motivation to learn ; Engineering education
• 刊名：Nursing Outlook
• 出版年：2016
• 出版时间：January-February 2016
• 年：2016
• 卷：64
• 期：1
• 页码：37-48
• 全文大小：424 K

文摘

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.

Purpose

We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering.

Method

Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors.

Findings

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.

Discussion

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.