Undergraduate nursing students' perceptions of active learning strategies: A focus group study.
Active learning
Collaborative learning
Critical thinking
Nursing education
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Dec 2023
Dec 2023
Historique:
received:
20
04
2023
revised:
03
09
2023
accepted:
06
10
2023
medline:
10
11
2023
pubmed:
20
10
2023
entrez:
19
10
2023
Statut:
ppublish
Résumé
Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students. This study aimed to understand the undergraduate nursing students' perceptions of the active learning strategies being used in the classroom and to identify critical elements within their learning spaces which contribute to their learning. Qualitative, focus group study. A four-year undergraduate baccalaureate nursing program in the Middle East. 50 undergraduate nursing students selected through purposive and snowball sampling participated in the study. Five focus group sessions were conducted with 10 participants in each session. Data collected from the discussions were transcribed and thematically analyzed and aligned with the Taxonomy of Significant Learning. Study results show that undergraduate nursing students affirm that the use of active learning strategies supports the acquisition of foundational understanding, application and integration of knowledge, caring about the learning process, learning to learn, and the human dimension of learning. Participants also identified how best active learning strategies should be utilized and aspects of learning spaces that promote learning. Although the use of active learning strategies positively enhances the learning process, it is important to ensure that strategies are intentionally integrated into the classroom and aligned with the expected learning outcomes. Considerations of the learning space used are also of importance.
Sections du résumé
BACKGROUND
BACKGROUND
Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students.
AIM
OBJECTIVE
This study aimed to understand the undergraduate nursing students' perceptions of the active learning strategies being used in the classroom and to identify critical elements within their learning spaces which contribute to their learning.
DESIGN
METHODS
Qualitative, focus group study.
SETTING
METHODS
A four-year undergraduate baccalaureate nursing program in the Middle East.
PARTICIPANTS
METHODS
50 undergraduate nursing students selected through purposive and snowball sampling participated in the study.
METHODS
METHODS
Five focus group sessions were conducted with 10 participants in each session. Data collected from the discussions were transcribed and thematically analyzed and aligned with the Taxonomy of Significant Learning.
RESULTS
RESULTS
Study results show that undergraduate nursing students affirm that the use of active learning strategies supports the acquisition of foundational understanding, application and integration of knowledge, caring about the learning process, learning to learn, and the human dimension of learning. Participants also identified how best active learning strategies should be utilized and aspects of learning spaces that promote learning.
CONCLUSIONS
CONCLUSIONS
Although the use of active learning strategies positively enhances the learning process, it is important to ensure that strategies are intentionally integrated into the classroom and aligned with the expected learning outcomes. Considerations of the learning space used are also of importance.
Identifiants
pubmed: 37857101
pii: S0260-6917(23)00280-0
doi: 10.1016/j.nedt.2023.105986
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105986Informations de copyright
Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest None.