Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review.

Area of Science:

• Medical Education
• Learning Sciences

Background:

• Health professions (HP) students require durable learning (DL) to effectively transfer classroom knowledge to clinical practice.
• This review synthesizes the current scientific understanding of classroom-based DL strategies within HP education.

Approach:

• A systematic review methodology was employed, adhering to Joanna Briggs standards.
• Searches were conducted across MEDLINE, CINAHL, PsycINFO, and ERIC databases for articles published between 2006 and 2022.
• Out of 2,000 identified titles, 51 studies were included in the final analysis.

Key Points:

• Several classroom-based learning strategies demonstrate effectiveness for DL in HP.
• Effective strategies include flipped classrooms, educational technology, spaced learning, team-based learning, concept mapping, schema development, testing, and case/problem-based learning.

Conclusions:

• Durable learning is achievable in HP classroom settings through various methods.
• No single classroom-based DL strategy has proven more effective than others.
• Further research is essential to optimize knowledge transfer to clinical settings, particularly in nursing education.