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Using Iterative Plan-Do-Study-Act Cycles to Improve Teaching Pedagogy.

Elizabeth J Murray1

  • 1About the Author Elizabeth J. Murray, PhD, RN, CNE, is associate professor, Florida Gulf Coast University School of Nursing, Fort Myers, Florida. For more information, write to her at emurray@fgcu.edu.

Nursing Education Perspectives
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Summary
This summary is machine-generated.

Nurse educators can improve teaching strategies for Millennial students using the Plan-Do-Study-Act (PDSA) cycle. This iterative framework helps continually enhance pedagogical approaches for diverse learning styles.

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Area of Science:

  • Nursing Education
  • Pedagogical Innovation
  • Healthcare Professional Development

Background:

  • Contemporary nursing students, primarily Generation Y or Millennials, exhibit distinct learning preferences compared to prior generations.
  • Traditional teaching methods may not effectively engage these digital natives, necessitating adaptive educational strategies.
  • Effective pedagogy is crucial for developing competent and adaptable nursing professionals.

Purpose of the Study:

  • To explore the application of the Plan-Do-Study-Act (PDSA) cycle as a framework for improving nursing pedagogy.
  • To provide nurse educators with a structured approach for adapting teaching strategies to meet the needs of Millennial learners.
  • To demonstrate the iterative process of refining teaching methods for enhanced student engagement and learning outcomes.

Main Methods:

  • The study utilized iterative Plan-Do-Study-Act (PDSA) cycles to implement and refine a pedagogical change.
  • The PDSA framework involves systematic planning, execution, evaluation, and adjustment of teaching interventions.
  • Data collection likely involved qualitative and/or quantitative measures to assess the impact of the pedagogical changes.

Main Results:

  • The application of PDSA cycles facilitated a structured approach to pedagogical innovation in nursing education.
  • Iterative refinement through PDSA cycles allowed for adaptation of teaching strategies based on observed outcomes.
  • The framework supported continuous quality improvement in the teaching-learning process for Millennial nursing students.

Conclusions:

  • The Plan-Do-Study-Act cycle offers a valuable and systematic methodology for nurse educators to enhance their teaching practices.
  • Adapting pedagogy to align with the learning styles of Millennial students is essential for effective nursing education.
  • Continuous improvement through frameworks like PDSA is key to addressing the evolving needs of nursing students and the profession.