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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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

Mary Tedesco-Schneck¹

¹Husson University, Department of Nursing, Bangor, ME 04401, USA. schneckm@myfairpoint.net

Nurse Education in Practice

|August 25, 2012

Summary

Nursing education struggles to adopt active learning despite its benefits for critical thinking. A culture of competencies may be perpetuating passive teaching methods, hindering the development of essential nursing skills.

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Published on: September 27, 2020

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.