Active Learning Strategies to Teach Undergraduate Nursing Statistics: Connecting Class and Clinical to Prepare Students for Evidence-Based Practice

Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.

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Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations

CBE—Life Sciences Education ◽

10.1187/cbe.17-07-0146 ◽

2018 ◽

Vol 17 (1) ◽

pp. es1 ◽

Cited By ~ 1

Author(s):

Lisa A. Corwin ◽

Amy Prunuske ◽

Shannon B. Seidel

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Classroom Practices ◽

Professional Community ◽

Financial Resources ◽

Evidence Based ◽

Backward Design ◽

Scientific Teaching ◽

Conference Presentations ◽

Active Learning Strategies

Scientists and educators travel great distances, spend significant time, and dedicate substantial financial resources to present at conferences. This highlights the value placed on conference interactions. Despite the importance of conferences, very little has been studied about what is learned from the presentations and how presenters can effectively achieve their goals. This essay identifies several challenges presenters face when giving conference presentations and discusses how presenters can use the tenets of scientific teaching to meet these challenges. We ask presenters the following questions: How do you engage the audience and promote learning during a presentation? How do you create an environment that is inclusive for all in attendance? How do you gather feedback from the professional community that will help to further advance your research? These questions target three broad goals that stem from the scientific teaching framework and that we propose are of great importance at conferences: learning, equity, and improvement. Using a backward design approach, we discuss how the lens of scientific teaching and the use of specific active-learning strategies can enhance presentations, improve their utility, and ensure that a presentation is broadly accessible to all audience members.

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Participant Perspectives Of An Evidence-Based Pregnancy/STI Prevention Curriculum: The Importance Of Atmosphere, Active Learning, And Accurate Advice

American Journal of Health Sciences (AJHS) ◽

10.19030/ajhs.v4i3.8004 ◽

2013 ◽

Vol 4 (3) ◽

pp. 89-96

Author(s):

Brooke Flinders

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Adolescent Health ◽

Evidence Based ◽

Reproductive Health Services ◽

Sti Prevention ◽

Sexually Transmitted ◽

Prevention Curriculum ◽

Active Learning Strategies ◽

Healthy People 2020

Healthy People 2020 addresses national priorities related to adolescent health with goals that relate to reducing unintended pregnancy, increasing the use of reproductive health services, increasing the practice of abstinence, and increasing sexual health education among the population (USDHHS, 2011). In response to these national priorities, the Office of Adolescent Health awarded seventy-five highly competitive grants to support the replication of evidence-based programming (USDHHS, 2012). One such program - FOCUS (PASHA, 2005) - is being delivered in southwestern Ohio through a unique partnership between the Hamilton YWCA and Miami University’s Department of Nursing. The purpose of this study was to evaluate participant feedback, from a pilot period of three months, in order to identify response themes. In summary, the wrap-up surveys taught us that participants valued the up-to-date content (specifically related to sexually transmitted infections) and that an “open” and “laid back” learning environment, utilizing active learning strategies, was most effective.

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