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Pedagogical Strategies for Teaching Conceptual Models and Nursing Theories in Undergraduate Students: A Scoping
Aurélie Demagny-Warmoes1,2, Marvin Duchadeau3, Paul Quindroit4
1IFMS-Valenciennes Hospital, Valenciennes, France.
Background:
Teaching nursing theories is essential to structure and guide clinical practice, yet their integration into initial training courses remains a challenge.
Aim:
To map the educational practices used to teach nursing theories and conceptual models in initial nursing training programmes.
Design:
A scoping review.
Methods:
Is review was conducted following the guidelines of the Joanna Briggs Institute and the PRISMA-ScR. A comprehensive search of five databases and in the grey literature was conducted to find studies from the inception of the databases to January 2024. A total of 32 articles meeting the inclusion criteria were selected for analysis.
Results:
The findings reveal a wide variety of educational techniques, ranging from traditional lectures to innovative Methods such as simulation and virtual games. The analysis also shows that these educational practices cover a broad Spectrum of theories, from well-established theories that have stood the test of time, such as watson's, to more recent Theories like the fundamentals of care.
Conclusion:
While integrating nursing theories into initial training programmes is crucial, further research is needed to assess the effectiveness of the pedagogical strategies used to teach them. The mapping of educational practices carried out in this review serves as a valuable resource for educators, providing a structured basis to diversify and enrich the teaching of nursing theories.
Implications For Practice:
This scoping review explores for the first time the range of pedagogical practices used in the teaching of nursing theories on an international scale. It provides a valuable resource for educators, allowing them to enrich their pedagogical approach. It offers a structured overview of the various possible methods, thus facilitating the adaptation of teaching strategies to different contexts. This methodological diversity can also serve as a source of inspiration for developing new concepts for teaching disciplinary fundamentals. The renewed interest in teaching disciplinary fundamentals underscores the relevance of this review in the current context.
Impact:
Through this mapping of pedagogical strategies, this scoping review contributes to improving the quality of teaching nursing disciplinary fundamentals internationally. The results provide a foundation for developing specific courses on nursing conceptual models and theories, offering educators various possibilities to enrich their teaching methods while adapting to local contexts and student needs.
Patient Or Public Contribution:
No patient or public contribution. This is a scoping review.
Trial Registration:
https://osf.io/gj35n.
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