Nurse Educators' use of Lecture and Active Learning

Bristol, Tim J.; Hagler, Debra; McMillian-Bohler, Jacquelyn; Wermers, Rita; Hatch, Daniel; Oermann, Marilyn H.

doi:10.1016/j.teln.2018.12.003

Cited by 44 publications

(21 citation statements)

References 9 publications

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“…Over the years, as a result of the growing number of educational technologies, students have begun to gain knowledge through a combination of different didactical methods (Oermann, ), challenging nurse educators to move from traditional lectures to methods that encourage students to be proactive in gaining knowledge (Bristol et al, ). Practical activities in well‐equipped simulated learning environments have gradually become more preferable learning activities than reading and writing (Almeida et al, ).…”

Section: Introductionmentioning

confidence: 99%

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken

2020

Journal of Clinical Nursing

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Aims and objectives:To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment.Background: Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. Design:The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings.Methods: Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method.

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Section: Introductionmentioning

confidence: 99%

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Lillekroken

2020

Journal of Clinical Nursing

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“…However, a systematic review and meta-analysis of 225 studies involving over 29,000 science, technology, engineering and mathematics students demonstrated that active learning approaches reduced fail rates by 55% and improved grades by up to half a grade band when compared to didactic teaching methods [11]. Despite these ndings, a study [12] that surveyed nurse educators found that only around 5% of them did not use lectures at all, and some educators stated that lectures were used by them up to 75% of the time, suggesting that although active learning is utilised, large-scale lectures are still prevalent.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

Burton

Mortel

Kain

2021

Preprint

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Background: Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork and immediate feedback, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.Methods: A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. Participation in the surveys was voluntary with informed consent protocols followed. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Student performance in the course was also reviewed.Results: Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Conclusions: Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.

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“…Despite research showing that nurse educators have generally adopted active learning strategies, the ways in which active learning can be used in examinations remain unclear [ 10 ]. Such knowledge matters, however, especially in view of research suggesting that formative assessments, wherein educators performed in-process evaluations of students’ knowledge, allow examining more complex learning objectives than summative examinations [ 10 , 11 ]. For example, assessing complex learning objectives in subjects such as quality improvement (QI) ideally involves assessing students’ products and their processes [ 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

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

Åhlström

Holmberg

2021

BMC Nurs

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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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Nurse Educators' use of Lecture and Active Learning

Cited by 44 publications

References 9 publications

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

“A privilege but also a challenge.” Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

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

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