Perceptions of Undergraduate Nursing Students Regarding Active Learning Strategies, and Benefits of Active Learning

2016 ◽  
Vol 8 (4) ◽  
pp. 193 ◽  
Author(s):  
Shams Ul Huda ◽  
Tazeen Saeed Ali ◽  
Kashmira Nanji ◽  
Shanaz Cassum
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Active Learning Strategies

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals An Exploration of Motivation for Disaster Engagement and Its Related Factors among Undergraduate Nursing Students in Taiwan

2020 ◽  
Vol 17 (10) ◽  
pp. 3542
Author(s):  
Shwu-Ru Liou ◽  
Hsiu-Chen Liu ◽  
Chun-Chih Lin ◽  
Hsiu-Min Tsai ◽  
Ching-Yu Cheng
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Core Competencies ◽  
Pearson Correlation ◽  
Related Factors ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Competence

The purpose of the study was to explore the levels of and relationships between disaster nursing competence, anticipatory disaster stress, and the motivation for disaster engagement among undergraduate nursing students in Taiwan. A cross-sectional research design was applied. Using convenience sampling, 90 nursing students participated with an 86.54% response rate. The Disaster Core Competencies Questionnaire, Anticipatory Disaster Stress Questionnaire, and Motivation for Disaster Engagement Questionnaire were used to collect data. The Pearson correlation and ANOVA were used to analyze the data. Results showed that students’ level of disaster nursing competence was low, anticipatory disaster stress was not high, and motivation for disaster engagement was high. Motivation for disaster engagement was positively correlated with anticipatory disaster stress. Students who were more willing to participate in disaster management had a higher level of anticipatory disaster stress and motivation for disaster engagement. It is suggested that healthcare institutions and schools should work together to design disaster education plans using innovative teaching/learning strategies to increase students’ willingness and motivation for disaster engagement.

Active Learning Strategies...Not for the Birds!

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Donna J. Bowles
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Knowledge Retention ◽  
Nursing Educators ◽  
Short Period ◽  
Active Learning Strategies ◽  
Assessment Techniques ◽  
Time Availability ◽  
Teaching Learning

Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.

scholarly journals Application of Portfolio in Nursing Education and Assessment of Learning

2019 ◽  
Author(s):  
L Mardanian Dehkordi ◽  
Sh Ghiyasvandian
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Education ◽  
Learning Improvement ◽  
Training And Performance Improvement ◽  
Postgraduate Studies ◽  
Active Learning Strategies ◽  
And Performance

Introduction: Portfolio is one of the active learning strategies for clinical education. By making portfolio, students present their own projects including clinical learning activities at or near the end of a clinical course. The purpose of this study was to investigate the application of this tool in nursing education in order to know the advantage and limitation of the tool. Methods: This study reviews the literature published in Farsi and English with the possibility of accessing the full text of the article over the past five years related to the use of portfolio in nursing education. A literature review was done by searching the keywords portfolio and nursing in the databases including; Web of Science, and ProQuest and scientific search engine such as Google Scholar. After removing repetitive and non-related items, 17 articles were selected accordingly. Result: The review of literature suggests that the portfolio is used in different schools and courses of nursing students with different goals such as assessment, evaluation, training; and performance improvement. Using portfolios has some advantages and limitations that need to be determinate for designing and implementing portfolios. Some benefits of portfolios were development of skills, fostering active learning, improvement of clinical competencies, and satisfaction of students from assessment and academic achievement. Its limitations include the lack of clarity and time constraints for completing it. Conclusion: The portfolio facilitates the monitoring of nurses' professional development and facilitates knowledge management. Therefore, designing and using this tool is recommended to improve the clinical competence of nursing students in undergraduate, graduate and postgraduate studies in Iran. However, the scope and purpose of using the portfolio should be specified and potential  users should be well aware of the issue and its importance, and to learn the skills necessary to use it.

scholarly journals A Comparison of Three Interactive Examination Designs in Active Learning Classrooms for Nursing Students

2021 ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background: Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims: The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects.Methods: A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results: The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions: Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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