educational psychology


Summary: The branch of psychology concerned with psychological aspects of teaching and the formal learning process in school.

Top Publications

  1. Plomin R, Walker S. Genetics and educational psychology. Br J Educ Psychol. 2003;73:3-14 pubmed
    Molecular genetics, one of the most energetic and exciting areas of science, is slowly but surely coming to educational psychology. We review recent molecular genetic research on learning disabilities as a sign of things to come in ..
  2. Ostrow L, DiMaria Ghalili R. Distance education for graduate nursing: one state school's experience. J Nurs Educ. 2005;44:5-10 pubmed
    ..We share our experiences with other nurse educators so they can devote more effort to the curricular aspects of their courses, rather than reinventing the technological wheel. ..
  3. O Regan H, Fawcett T. Learning to nurse: reflections on bathing a patient. Nurs Stand. 2006;20:60-4: quiz 66 pubmed
    ..Issues of bathing, preparation and the conflicts with time management are explored, demonstrating the benefits of reflection as a tool for learning. ..
  4. Russell G, Scoble K. Mastery path for developing nurses for management: a conceptual model. Nurs Leadersh Forum. 2004;9:41-50 pubmed
  5. Langhout R. Facilitators and inhibitors of positive school feelings: an exploratory study. Am J Community Psychol. 2004;34:111-27 pubmed
    This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings...
  6. Nibert A, Adamson C, Young A, Lauchner K, Britt R, Hinds M. Choosing a theoretical framework to guide HESI exit examination research. J Nurs Educ. 2006;45:303-7 pubmed
    ..From data presented in the four validity studies, the HESI Exit Examination was reported to be 96.36% to 98.30% accurate in predicting NCLEX-RN success, and those original findings are reaffirmed. ..
  7. Castejón J, Gilar R, Pérez A. Complex learning: the role of knowledge, intelligence, motivation and learning strategies. Psicothema. 2006;18:679-85 pubmed
  8. Friberg F, Scherman M. Can a teaching and learning perspective deepen understanding of the concept of compliance? A theoretical discussion. Scand J Caring Sci. 2005;19:274-9 pubmed
    ..The concept of 'play' is used when putting 'to follow and let oneself be followed' into effect. To this end, the health professional needs to develop a considered pedagogical standpoint. ..
  9. Bass L. Health literacy: implications for teaching the adult patient. J Infus Nurs. 2005;28:15-22 pubmed
    ..quot; This article defines health literacy, describes the scope of the problem, identifies affected patient groups, and offers interventions to maximize patient understanding during the teaching process. ..

More Information


  1. Lee P. Writing academically: using existing knowledge to improve writing style. Paediatr Nurs. 2003;15:47-9 pubmed
  2. Lehrer R. Designing to develop disciplinary dispositions: modeling natural systems. Am Psychol. 2009;64:759-71 pubmed publisher
    ..The example highlights the considerations that informed the guiding epistemology, the elements of design and their orchestration, and the forms of student learning that resulted. ..
  3. Grealish L, Ranse K. An exploratory study of first year nursing students' learning in the clinical workplace. Contemp Nurse. 2009;33:80-92 pubmed
  4. Mixer S, McFarland M, McInnis L. Visual literacy in the online environment. Nurs Clin North Am. 2008;43:575-82, vii pubmed publisher
    ..An example demonstrating the application of visual literacy to teach transcultural nursing in an online environment is provided. The Web site containing a copy of the visual literacy teaching tool is also available to readers. ..
  5. Murray Johnson L, Witte K, Boulay M, Figueroa M, Storey D, Tweedie I. Using health education theories to explain behavior change: a cross-country analysis. 2000-2001. Int Q Community Health Educ. 2005;25:185-207 pubmed
    ..Recommendations for the selection of theories to use as guidelines in the design and evaluation of reproductive health programs are provided. ..
  6. White C. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. 2007;12:279-97 pubmed
  7. Mossman K. Profile of Douglas Medin. Proc Natl Acad Sci U S A. 2007;104:18883-5 pubmed
  8. Beylefeld A, Struwig M. A gaming approach to learning medical microbiology: students' experiences of flow. Med Teach. 2007;29:933-40 pubmed
    ..This article may be of value to health educators who wish to supplement formal teaching with informal learning so as to enhance not only the recall of factual knowledge, but also the advancement of general skills. ..
  9. Maag M. Podcasting and MP3 players: emerging education technologies. Comput Inform Nurs. 2006;24:9-13 pubmed
  10. Huprich S, Rudd M. A national survey of trainee impairment in clinical, counseling, and school psychology doctoral programs and internships. J Clin Psychol. 2004;60:43-52 pubmed
    ..In light of these findings, specific implications for training programs are discussed, with the recommendation that training programs address more attention to the assessment and management of such problems. ..
  11. Jafarey N. Changing role of medical college teachers. J Pak Med Assoc. 2006;56:297-8 pubmed
  12. Candela L, Dalley K, Benzel Lindley J. A case for learning-centered curricula. J Nurs Educ. 2006;45:59-66 pubmed
    ..We also offer suggestions for nursing faculty who are considering the move from teacher-centered to learning-centered curricula. ..
  13. Hutton Taylor S. Learning how to make the most of your study time. Nurs Times. 2004;100:48-9 pubmed
  14. Chou M, Lin M, Hsu M, Wang Y, Hu H. Exploring the self-learning experiences of patients with depression participating in a multimedia education program. J Nurs Res. 2004;12:297-306 pubmed
    ..Furthermore, the creation of a computerized learning environment with different educational styles is crucial to patients' success in obtaining depression-related information and understanding effective adaptive skills. ..
  15. Price B. Evaluating your learning environment. Nurs Stand. 2004;19:2 p following 56 pubmed
  16. Blasko D, Holliday Darr K, Mace D, Blasko Drabik H. VIZ: the visualization assessment and training web site. Behav Res Methods Instrum Comput. 2004;36:256-60 pubmed
    ..Finally, we are using the site to conduct basic research on spatial cognition, including an examination of the factors that may reduce gender differences in performance. ..
  17. Wiecha J, Markuns J. Promoting medical humanism: design and evaluation of an online curriculum. Fam Med. 2008;40:617-9 pubmed
  18. Buckley J, Toto R. Assessment techniques for web-based instruction: lessons learned from teaching a graduate course in instructional technology. Semin Perioper Nurs. 2001;10:97-103 pubmed
    ..Results for these assessment methods are included in this article, as well as implications for future investigation into this topic. ..
  19. Lepp M, Zorn C. Life circle: creating safe space for educational empowerment. J Nurs Educ. 2002;41:383-5 pubmed
  20. Diessner R. Foundations of educational psychology: Howard Gardner's neoclassical psyche. J Genet Psychol. 2001;162:495-501 pubmed
    This article is a theoretical examination of the implications of Howard Gardner's work in developmental and educational psychology (1983, 1993, 1999a, 1999b) for the structure of the psyche...
  21. Ridley R. Interactive teaching: a concept analysis. J Nurs Educ. 2007;46:203-9 pubmed
    ..Antecedents, critical attributes, and consequences of interactive teaching are identified and applied in model, borderline, and contrary cases. Concluding remarks and suggestions are presented. ..
  22. Woolley N, Jarvis Y. Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Educ Today. 2007;27:73-9 pubmed
    ..Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London]. ..
  23. Li W, Lee A, Solmon M. Effects of dispositional ability conceptions, manipulated learning environments, and intrinsic motivation on persistence and performance: an interaction approach. Res Q Exerc Sport. 2008;79:51-61 pubmed
    ..The significant interaction effect on persistence suggests that participants who were highly intrinsically motivated in the incremental condition persisted longer than those in the entity condition. ..
  24. Parker B, Myrick F. Transformative learning as a context for human patient simulation. J Nurs Educ. 2010;49:326-32 pubmed publisher
  25. Tomaselli N. Teaching the patient with a chronic wound. Adv Skin Wound Care. 2005;18:379-87, quiz 388-90 pubmed
    ..After reading the article and taking the test, the participant should be able to: 1. Describe the educational needs of the adult learner. 2. Discuss strategies for educating the adult learner in wound care. ..
  26. Young P. Trying something new: reform as embracing the possible, the familiar, and the at-hand. Nurs Educ Perspect. 2004;25:124-30 pubmed
    ..Although Narrative Pedagogy is site specific, the processes of using this pedagogy for reform are generalizable. ..
  27. Froggatt K, Walford C. Developing advanced clinical skills in the management of breathlessness: evaluation of an educational intervention. Eur J Oncol Nurs. 2005;9:269-79 pubmed
    ..Attendance on the course also impacted upon the care of people who were breathless, improving their ability to self-manage their condition. Recommendations for future educational developments of this type are provided. ..
  28. Mockett L, Horsfall J, O Callaghan W. Education leadership in the clinical health care setting: a framework for nursing education development. Nurse Educ Today. 2006;26:712-8 pubmed
    ..The paper concludes by discussing the importance of implementing robust, consistent, strategic and collaborative processes--that reflect and evaluate best educational nursing practice. ..
  29. Suter P, Suter W. Patient education. Timeless principles of learning: a solid foundation for enhancing chronic disease self-management. Home Healthc Nurse. 2008;26:82-8; quiz 89-90 pubmed publisher
    ..This article, jointly written by a nurse and an educator, describes these timeless principles and how home care clinicians and patients benefit from their use. ..
  30. Ruland J, Ahern N. Transforming student perspectives through reflective writing. Nurse Educ. 2007;32:81-8 pubmed
    ..This learning package goal is to push registered nurse-to-bachelor of science in nursing students in their first course to consider new ways of thinking about their practice and their education. ..
  31. English J, Gordon D. Successful student remediation following repeated failures on the HESI exam. Nurse Educ. 2004;29:266-8 pubmed
    ..Prior to implementation students were assessed for learning needs, presence of anxiety, and learning styles. After completing the remediation sessions, all students successfully passed the HESI Exam with scores of 99.99. ..
  32. Price A. Encouraging reflection and critical thinking in practice. Nurs Stand. 2004;18:46-52, quiz 53-4 pubmed
    ..This article provides practical guidance to mentors, clinical supervisors and preceptors on how this might be encouraged. ..
  33. Conceição S, Taylor L. Using a constructivist approach with online concept maps: relationship between theory and nursing education. Nurs Educ Perspect. 2007;28:268-75 pubmed
  34. Mandich A, Polatajko H, Missiuna C, Miller L. Cognitive strategies and motor performance in children with developmental coordination disorder. Phys Occup Ther Pediatr. 2001;20:125-43 pubmed
    ..Eight domain specific strategies were identified and elucidated. This research will be beneficial to therapists who wish to incorporate a cognitive approach into their clinical practice. ..
  35. Dolmans D, Wolfhagen I, van der Vleuten C, Wijnen W. Solving problems with group work in problem-based learning: hold on to the philosophy. Med Educ. 2001;35:884-9 pubmed
    ..It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL. ..
  36. Dunst C, Raab M. Parents' and practitioners' perspectives of young children's everyday natural learning environments. Psychol Rep. 2004;94:251-6 pubmed
    ..8 experienced practitioners' views were congruent with those of the parents, whereas the 8 inexperienced practitioners' views were incongruent with those of both parents and their experienced peers. ..
  37. Syx R. The practice of patient education: the theoretical perspective. Orthop Nurs. 2008;27:50-4; quiz 55-6 pubmed publisher
    ..Through this process arises the opportunity for the achievement of optimal patient outcomes. This article highlights theories originating from communications, psychology, education, sociology, and nursing. ..
  38. Noel Weiss J, Rupp A, Cragg B, Bassett V, Woodend A. Randomized controlled trial to determine effects of prenatal breastfeeding workshop on maternal breastfeeding self-efficacy and breastfeeding duration. J Obstet Gynecol Neonatal Nurs. 2006;35:616-24 pubmed
    ..There was little difference in the average number of days of breastfeeding, but the intervention group had less weaning. The workshop increased maternal breastfeeding self-efficacy and exclusive breastfeeding. ..
  39. Hand H. Promoting effective teaching and learning in the clinical setting. Nurs Stand. 2006;20:55-63; quiz 64 pubmed
    ..This article explores the nature of teaching and learning in the clinical area. Many of the issues that mentors encounter in promoting a good learning environment and undertaking effective teaching are discussed. ..
  40. Carkhuff M, Crago M. Advanced Organizers: a framework to implement learning readiness in support of broad-scale change. J Contin Educ Nurs. 2004;35:216-21 pubmed
    ..The implications for staff development educators are reviewed for the concept of learning readiness and broad-scale performance improvement initiatives. ..
  41. Kalafat J, Illback R, Sanders D. The relationship between implementation fidelity and educational outcomes in a school-based family support program: development of a model for evaluating multidimensional full-service programs. Eval Program Plann. 2007;30:136-48 pubmed
    ..Strong positive relationships were found between overall program implementation and program-level outcomes achieved by student participants. ..
  42. Brunt B, Kopp D. Impact of preceptor and orientee learning styles on satisfaction: a pilot study. J Nurses Staff Dev. 2007;23:36-44 pubmed
    ..Matched t tests were compared to see whether the two groups had significant differences. Knowledge of the impact of learning styles on satisfaction can enhance the preceptor experience and perhaps increase retention. ..
  43. Woods N, Brooks L, Norman G. The role of biomedical knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ Theory Pract. 2007;12:417-26 pubmed
    ..The results of the two studies provide additional support for the critical role of biomedical knowledge in diagnosis of difficult clinical cases. ..
  44. Hunter J. Applying constructivism to nursing education in cultural competence: a course that bears repeating. J Transcult Nurs. 2008;19:354-62 pubmed publisher
    ..Course resources are shared, making them available for use by others in cultural competence education. ..
  45. Johnson Crowley N. An alternative framework for teacher preparation in nursing. J Contin Educ Nurs. 2004;35:34-43 pubmed
    ..The Experimental Teaching Course: Models of Teaching and Learning is designed to enhance graduate nursing students' competence and confidence as they identify and develop their own personal educator models for teaching and learning. ..
  46. Hsu L. Conducting clinical post-conference in clinical teaching: a qualitative study. J Clin Nurs. 2007;16:1525-33 pubmed
    ..It is an essential responsibility of nurse educators to employ postconferences to assist students in applying their knowledge in practical situations, in developing professional values and in enhancing their problem solving abilities. ..
  47. Campbell E. Meeting practice challenges via a clinical decision-making course. Nurse Educ. 2004;29:195-8 pubmed
  48. Kostovich C, Poradzisz M, Wood K, O Brien K. Learning style preference and student aptitude for concept maps. J Nurs Educ. 2007;46:225-31 pubmed
    ..No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps. ..
  49. Woods A, Jordan E. Number 1 in the ratings: a television-based learning activity. J Nurs Educ. 2008;47:287-8 pubmed
  50. Brown Y. Learning in a preceptorship. Can Nurse. 2004;100:23-6 pubmed
  51. Koeckeritz J, Hopkins K, Merrill A. ILEUM: Interactive learning can be effective using mnemonics. Nurse Educ. 2004;29:75-9 pubmed
  52. Cameron K. A practitioner's guide to persuasion: an overview of 15 selected persuasion theories, models and frameworks. Patient Educ Couns. 2009;74:309-17 pubmed publisher
    ..Understanding key constructs and general formulations of persuasive theories may allow practitioners to employ useful theoretical frameworks when interacting with patients. ..
  53. Burnard P. Some attitudes towards teaching and learning in Thai nursing education. Nurse Educ Today. 2006;26:253-7 pubmed
    ..Other attitudes towards learning, communication and student/lecturer relationships are also noted. It is hoped that the paper helps those, in other cultures, to reflect on their own practices. ..