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Teaching communication and patient education in nursing: A case study grounded in self-regulated learning and
Brynja Ingadóttir1,2, Ásta Bryndís Schram1, Helga Sif Friðjónsdóttir1,2
1University of Iceland, School of Health Sciences, Vatnsmýrarvegur 16, 101 Reykjavik, Iceland.
Objectives:
To describe the preparation, testing, and evaluation of a new undergraduate course on communication and patient education using student feedback, self-regulation theory, and motivational theory.
Methods:
An exploratory case study design with data collected between 2018 and 2023 in an Icelandic university. Data sources were teachers' meeting memos and notes on the course design and development, nursing students' diaries on the teaching methods, and a survey where students evaluated their own motivation (using the MUSIC® Model of Motivation Inventory), their self-regulation (using the Student Perceptions of Classroom Knowledge-Building survey) and the course's teaching methods and environment.
Results:
The design of the course was based on Bandura's social cognitive theory, self-regulation theory and motivation theory. Students were found to be motivated, but struggled with self-regulation, particularly regarding the new teaching methods. The faculty learned that new modalities needed to be introduced slowly and interwoven through the whole nursing curriculum to be most impactful. Students needed to be taught how to use the methods and develop a level of comfort before they could be fully effective. While introducing active learning methods was challenging for both teachers and students, adding diverse, evidence-based teaching methods into the curriculum supports the development of complex competencies, like communication and patient education.
Conclusions:
Teaching methods and content that support students' continuous and active involvement is challenging for both teachers and students. They require thorough preparation and training along with supporting infrastructure from the university.
Innovation:
Incorporating diverse teaching modalities to foster the development of the interpersonal role of nursing are described. While active, experiential teaching and learning methods are encouraged in nursing education, it is crucial to understand how to support students who are new to these methods, so they can use them effectively.
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