Active learning as a path to critical thinking: are competencies a roadblock?

Area of Science:

• Nursing Education
• Pedagogical Strategies
• Healthcare Systems

Background:

• Nursing educators must develop critical thinking in students to navigate complex healthcare systems.
• Active learning strategies are recognized for fostering critical thinking skills.
• Despite evidence supporting active learning, passive pedagogies remain prevalent in nursing education.

Purpose of the Study:

• To stimulate debate on the role of the culture of competencies in perpetuating passive pedagogies in nursing education.
• To explore the influence of competency-based education on teaching methodologies.

Main Methods:

• This study involves a critical analysis and discussion of existing literature on nursing education, active learning, and competency-based education.
• The approach synthesizes scholarly evidence to propose a theoretical argument.

Main Results:

• The culture of competencies in nursing education is identified as a potential significant barrier to the adoption of active learning.
• This culture may create an environment that favors traditional, passive teaching methods over innovative, active ones.

Conclusions:

• The pervasive culture of competencies in nursing education may be the primary reason for the continued dominance of passive pedagogies.
• Further discussion and research are needed to address this cultural influence and promote active learning environments.