![]() The value of active learning has been tested in nursing education. Additionally, active learning has been shown to double conceptual understanding ( Hake, 1998). Active learning has been shown to lead to higher test scores and lower failure rates compared to traditional lecture ( Freeman et al., 2014). In general, active learning refers to methods that include students in meaningful activities and reflection on what they are doing ( Bonwell & Eison, 1991). This active form of instruction is colloquially referred to as active learning ( Freeman et al., 2014). suggested that learning is more effective when students are actively engaged in their learning, rather than passively receiving information through strategies such as lecture alone. To meet these challenges in higher education broadly, and nursing education specifically, a more active and hands-on approach is needed. Faculty must challenge students to apply cognitive skills, including analysis, inference, evaluation, and explanation. However, the challenges of the profession require that students be prepared in critical thinking and clinical judgment skills to face the demands of practice ( Riegel et al., 2021). They are easily distracted by a variety of social, emotional, financial, and time management problems. (2021) notes that many nursing students are overwhelmed both personally and academically. This may leave experienced staff little time to mentor a new generation of nurses. All nurses are challenged by the exposure of new moral dilemmas and unexpected risk situations, and support is needed to help them care for patients. Rapid changes in practice, technological innovation, and increased professional stressors threaten to widen the gap between education and practice. While education is experiencing shifts internally, new data suggests a continuing decline in the preparedness of new graduate nurses ( Kavanagh et al., 2021). ![]() (2021) argue that faculty must challenge assumptions of what educating students means and formulate new evidence-based practices in nursing education. Creativity in designing innovative learning strategies is required. These modifications challenge faculty's knowledge of pedagogy and require new thinking, as well as detachment from the past. Nursing programs are uniquely affected, as clinical, lab, simulation, and didactic learning experiences are modified to meet new public safely restrictions. The Covid-19 pandemic has disrupted higher education, causing sudden shifts between online and in-person learning. Scaffolding as Active Learning in Nursing Education
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