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Updated: Nov 26, 2025
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
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Improving health policy competency through collaboration and enhanced curriculum delivery
1South Dakota State University, 2300 N Career Ave. Suite 260, Sioux Falls, SD 57107, United States of America.
Summary
Nurse practitioner students need better health policy education. Active learning strategies improved knowledge retention and policy advocacy skills upon graduation.
Area of Science:
- Nursing Education
- Health Policy
- Public Health
Background:
- Health policy education is crucial for nurse practitioner (NP) academic preparation.
- Traditional passive learning methods leave NP graduates unprepared for health policy advocacy.
- A gap exists in practical health policy training for aspiring nurse practitioners.
Purpose of the Study:
- To enhance health policy education for nurse practitioner students.
- To improve NP students' preparedness for health policy creation and advocacy.
- To evaluate the impact of active learning on health policy knowledge and engagement.
Main Methods:
- Development of innovative curriculum integrating real-world experiences for NP students.
- Implementation of active learning techniques in two independent nursing schools.
- Assessment of knowledge retention and activation in the health policy arena post-curriculum.
Main Results:
- Nurse practitioner students demonstrated increased retention of health policy knowledge.
- Graduates showed greater activation and engagement in the health policy arena.
- Active learning strategies were positively correlated with improved outcomes.
Conclusions:
- Active learning significantly enhances knowledge retention in health policy for nurse practitioners.
- Experiential learning prepares NP graduates for effective health policy advocacy.
- Curriculum reform utilizing active learning is vital for NP health policy competency.
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