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Teaching becomes learning. Our lived experience

J A MacIntosh1, M E McGinnis

  • 1Faculty of Nursing, University of New Brunswick.

Nurse Educator
|January 1, 1997
PubMed
Summary
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This study details the creation of a new nursing curriculum for first-year students, focusing on practical experiences and a transformed teaching approach. Educators reflect on the innovative learning environment and its impact on nursing education.

Area of Science:

  • Nursing Education
  • Curriculum Development
  • Pedagogical Innovation

Background:

  • Baccalaureate nursing programs require evolving curricula to meet modern healthcare demands.
  • First-year nursing students benefit from structured learning environments that foster critical thinking and practical skills.
  • Traditional teaching paradigms in nursing education are being re-evaluated for greater effectiveness.

Purpose of the Study:

  • To describe the process of creating and implementing a new learning environment for first-year nursing students.
  • To outline the development of 'ends-in-view' and relevant student experiences within a curriculum transformation.
  • To reflect on the redefined meaning of the teaching-learning process in nursing education.

Main Methods:

  • Qualitative description by two experienced nursing educators.

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  • Process documentation of curriculum transformation and implementation.
  • Reflective analysis of the pedagogical shift and student engagement.

    • Main Results:

    • Successful implementation of a novel learning environment for introductory nursing students.
    • Development of clearly defined learning objectives ('ends-in-view') and engaging student experiences.
    • Emergence of a new understanding of the teaching-learning dynamic in nursing.

    Conclusions:

    • Curriculum transformation in nursing education can lead to innovative and effective learning environments.
    • A focus on 'ends-in-view' and practical experiences enhances student learning in foundational nursing courses.
    • Educator reflection is crucial for understanding and optimizing pedagogical shifts in nursing programs.