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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The Faculty Voice: Perceptions of Durable Learning.

Erin Kitt-Lewis1, Marci Mechtel2, Crista Reaves2

  • 1The Penn State Ross and Carol Nese College of Nursing, University Park, Pennsylvania.

The Journal of Nursing Education
|October 6, 2025
PubMed
Summary
This summary is machine-generated.

Nursing faculty perceive case studies, group discussions, and simulation as effective for durable learning. Lack of time and outcome evaluation tools are key barriers to implementing these teaching strategies in nursing education.

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Knowledge Transfer

Background:

  • Nursing faculty need effective strategies to promote durable learning, bridging classroom knowledge with clinical practice.
  • This study investigates faculty perceptions of durable learning techniques in undergraduate nursing programs.

Purpose of the Study:

  • To explore nursing faculty perceptions of durable learning techniques.
  • To identify effective and ineffective teaching strategies for durable learning in baccalaureate nursing education.

Main Methods:

  • A 19-question electronic survey was administered to 28 nursing faculty from two universities.
  • Descriptive and content analysis were used to analyze survey data.

Main Results:

  • Case studies, group discussions, written assignments, and simulation were highly valued.
  • Flipped classroom designs were perceived as ineffective; readings and lectures yielded mixed results.
  • Lack of time and inadequate outcome evaluation measures were identified as major barriers.

Conclusions:

  • Additional research is needed to support evidence-based durable learning in nursing.
  • Development and validation of tools to evaluate durable learning outcomes are recommended.