The Knowledge And The Strategies Needed For Effective Nursing Learning

In today’s society, things are ever changing. In many ways change is good, it gives us the opportunity to better ourselves. However, the one problem with this is how fast things change. Current nursing education is challenged by the rapid evolvement of technology, biosciences, and globalization (Culyer, Jatulis, Cannistraci & Brownell, 2018). Traditionally, nursing education was organized in a linear format, but being that everything is changing and quickly, this format was no longer adequate enough to meet the demands of nursing practice (Cuyler, 2018). With the accumulation of new knowledge needed, curriculums had to be changed from a linear approach to multidirectional.

With that being said, an educational reform had to take place. According to the nursing journal Evidence-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using?, the reform of educational practice should be innovative, integrative, and student-centered (Cuyler et al.,2018). In doing so, this would better prepare nurses, at all levels, for patient care challenges and complicated treatment(s) that require savvy assessments.

The purpose of this nursing journal was to investigate faculty knowledge, their beliefs in effectiveness, and their use of devices of evidence-based teaching strategies (EBTs) that facilitates the transmission of knowledge between theory and practice, along with any obstacles that may affect the transmission. Some obstacles that nursing educators came across included time implementation and faculty development, and the lack of administration and colleague support.

The findings from the study conducted revealed that the faculty’s knowledge, beliefs in effectiveness, and the use of devices of evidence-based teaching strategies significantly impacted the knowledge obtained by the students. According to the nursing journal Evidence-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using?, if faculty feel confident and empowered within their organization this could positively affect the faculty’s behavior and attitude towards teaching. Through this study, five strategies were found to be most effective for student learning. These five strategies were the use of reflection, simulation, small groups, case-based learning (CBL), and problem-based learning. Results revealed that 70% of participating faculty actually used these strategies.

In conclusion, it is important that nursing educators contain the knowledge and the strategies needed for effective student learning, as well as for faculty to feel confident with their teaching strategies.

Reference:

Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using? Teaching and Learning in Nursing, 13(3), 174-179. doi:10.1016/j.teln.2018.03.003