Tactics for Teaching Evidence-Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

2017 ◽  
Vol 14 (5) ◽  
pp. 419-421 ◽  
Author(s):  
Mary Jo Vetter ◽  
Beth Latimer
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Large Class ◽  
Learning Strategies ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Active Learning Strategies

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.

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 Simulation design for improvement of undergraduate nursing students’ experience of evidence-based practice: A scoping-review protocol

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260238
Author(s):  
Chi Eun Song ◽  
Aeri Jang
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Scoping Review ◽  
Evidence Based Practice ◽  
Data Extraction ◽  
Evidence Based ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

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.

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

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. 

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

2018 ◽  
Vol 17 (1) ◽  
pp. es1 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document