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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Active Learning: A Concept Analysis With Implications for Nursing Education.

Monina A Franco-Tantuico¹

¹About the Author Monina A. Franco-Tantuico, MSN, BSMT, RN, CNE, CCRN alumnus, is a doctoral student at the Nursing Science Division, Rutgers, The State University of New Jersey, Newark, New Jersey. For more information, contact her at maf365@sn.rutgers.edu .

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|October 15, 2021

Summary

This summary is machine-generated.

Active learning in nursing education creates a learner-centered environment with collaboration and feedback. Nurse educators must implement this pedagogical approach to foster critical thinking for safe patient care.

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Area of Science:

Nursing Education
Pedagogy
Higher Education Teaching Strategies

Background:

Increasing demand for innovative teaching strategies in higher education.
Need to foster higher-order thinking skills in students.
Nurse educators must prepare students for safe patient care through effective learning processes.

Purpose of the Study:

To understand the concept of active learning.
To explore the potential application of active learning in nursing academia.

Main Methods:

Concept analysis using the Walker and Avant method.

Main Results:

Key attributes include a learner-centered, dynamic, and engaging environment.
Bidirectional collaboration between educator and learner is crucial.
Ongoing, constructive, and nonjudgmental feedback is essential.
Antecedents involve educator expertise in active learning and learner's higher-order thinking capacity.

Conclusions:

Nurse educators are pivotal in establishing effective learning environments.
A sound pedagogical approach, such as active learning, is necessary.
Educator expertise is vital for successful implementation of active learning to achieve desirable outcomes.