Curriculum Revision: Student Stress and Lessons Learned

Area of Science:

• Nursing Education
• Curriculum Development
• Active Learning Strategies

Background:

• Effective curriculum design is crucial for preparing nursing students for complex healthcare settings.
• Student engagement is a key component of successful learning experiences.
• This study addresses the need to understand student perspectives on new educational approaches.

Purpose of the Study:

• To identify student perceptions of active learning practices.
• To explore student experiences within a revised junior-year nursing curriculum.
• To understand the impact of new teaching strategies on student learning.

Main Methods:

• A descriptive qualitative research design was employed.
• Focus group interviews were utilized for data collection.
• The study explored student perceptions of stress, engagement, and self-directed learning.

Main Results:

• Three emergent themes were identified: 'Feeling Stressed and Overwhelmed,' 'Coping With Stress,' and 'Being Prepared.'
• Student responses to increased stress in junior-year nursing courses were documented.
• The findings provide insights into the student experience with curricular changes.

Conclusions:

• The study highlights student adaptation to a revised curriculum and active learning.
• Lessons learned by students and faculty regarding stress and preparedness were identified.
• Findings inform future curriculum revisions and teaching strategies in nursing education.