Other Titles
Nursing student centered learning strategies
Abstract
Session presented on Saturday, July 26, 2014:
This study evaluates the effect of providing a structured development program for faculty to implement student-centered learning strategies in an entry-level nursing course. A call to change our teaching and learning practices in nursing comes from healthcare leaders who see the complicated healthcare environment (National Academies, 2010). Also, our expected result of teaching and learning in nursing has evolved to include clinical reasoning, situated learning, and civic professionalism (Benner, et al, 2010). Other academic leaders are referring to disruptive learning which questions how we know students are learning and not just being taught (Bass, 2012). Our challenge to meet the demands of the stakeholders continues to be impacted by the number of faculty, the preparation of faculty, and institutions ability to drive and support change. Our other prevailing challenge is to have test-ready students who can successfully pass the national licensing exam. This study determined to prepare faculty with a course designed with alternative learning activities and a student-centered focus. The goal is to evaluate student success in a proceeding course after students become active participants in their own learning. The question is to determine if student-centered designed courses promote student success in future courses by impacting learning behaviors. References: Bass, Randy (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, March/April, 2012. Benner, P., Sutphen, M., Leonard, V., Day,L. (2010), Educating Nurses: A call for radical transformation. Jossey-Bass, San Francisco, CA. National Academies, Institute of Medicine (2010). The future of nursing, leading change, advancing health. Washington D.C.
Sigma Membership
Omicron Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Student Success, Classroom Strategies, Student-Learner Strategies
Recommended Citation
Fillmore, Laura, "Evaluating student success after a change in the teaching/learning environment" (2014). INRC (Congress). 300.
https://www.sigmarepository.org/inrc/2014/presentations_2014/300
Conference Name
25th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Hong Kong
Conference Year
2014
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Evaluating student success after a change in the teaching/learning environment
Hong Kong
Session presented on Saturday, July 26, 2014:
This study evaluates the effect of providing a structured development program for faculty to implement student-centered learning strategies in an entry-level nursing course. A call to change our teaching and learning practices in nursing comes from healthcare leaders who see the complicated healthcare environment (National Academies, 2010). Also, our expected result of teaching and learning in nursing has evolved to include clinical reasoning, situated learning, and civic professionalism (Benner, et al, 2010). Other academic leaders are referring to disruptive learning which questions how we know students are learning and not just being taught (Bass, 2012). Our challenge to meet the demands of the stakeholders continues to be impacted by the number of faculty, the preparation of faculty, and institutions ability to drive and support change. Our other prevailing challenge is to have test-ready students who can successfully pass the national licensing exam. This study determined to prepare faculty with a course designed with alternative learning activities and a student-centered focus. The goal is to evaluate student success in a proceeding course after students become active participants in their own learning. The question is to determine if student-centered designed courses promote student success in future courses by impacting learning behaviors. References: Bass, Randy (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, March/April, 2012. Benner, P., Sutphen, M., Leonard, V., Day,L. (2010), Educating Nurses: A call for radical transformation. Jossey-Bass, San Francisco, CA. National Academies, Institute of Medicine (2010). The future of nursing, leading change, advancing health. Washington D.C.