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The Student Voice: Perceptions of Durable Learning
Crista Reaves1, Erin Kitt-Lewis, Marci Mechtel
1Assistant Professor (Drs Reaves and Mechtel), College of Nursing, Michigan State University, East Lansing, Michigan; and Associate Research Professor (Dr Kitt-Lewis), Assistant Teaching Professor (Dr Logan), The Ross and Carol Nese College of Nursing, The Pennsylvania State University, University Park, Pennsylvania.
Background:
Durable learning is the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education (NE).
Purpose:
The purpose of this study was to understand the perceptions of how learners acquire and retain knowledge.
Methods:
Nursing students and recent graduates were recruited from 2 large universities. Focus groups (n = 7) were audio-recorded, and transcripts were analyzed.
Results:
Thematic analysis of learners' perceptions revealed (1) effective learner-initiated techniques, (2) effective instructor-initiated techniques, (3) learner-initiated techniques that were not effective, and (4) instructor-initiated techniques in the classroom, clinical practice, and simulation that were not effective.
Conclusion:
Additional research is needed to understand faculty perspectives on durable learning techniques and their effectiveness. Findings from student, graduate, and faculty perspectives will guide the development of a validated, reliable tool to evaluate durable learning in NE.
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