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The course council: an example of student-centered learning
1Brigham Young University, Provo, Utah, USA. barbara-heise@byu.edu
The Journal of Nursing Education
|February 11, 2010
Summary
A student-faculty course council in undergraduate nursing education facilitated student-centered learning. Peer-selected representatives shared student feedback, leading to meaningful course improvements and enhanced critical thinking.
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Promoting student-centered learning is crucial in undergraduate nursing programs.
- Traditional course structures may not fully integrate student perspectives.
- Establishing effective communication channels between students and faculty is essential for curriculum development.
Purpose of the Study:
- To evaluate the effectiveness of a student-faculty course council in a beginning undergraduate nursing course.
- To explore the impact of student representation on course design and delivery.
- To foster student engagement, critical thinking, and professional responsibility.
Main Methods:
- A course council was established with peer-selected student representatives attending monthly meetings with faculty.
- Student representatives gathered feedback, opinions, and concerns from their peers.
- Open dialogue sessions were conducted in small groups involving students and faculty.
Main Results:
- Student input led to significant and meaningful changes in the nursing course.
- The council provided opportunities for peer-to-peer learning and shared experiences.
- The initiative fostered critical thinking and a sense of professional responsibility among students.
Conclusions:
- The student-faculty course council model is a successful strategy for enhancing undergraduate nursing education.
- This approach effectively promotes student-centered learning and meaningful curriculum adjustments.
- The program's success has led to its expansion into other nursing courses.
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