Active Learning in Nurse Education

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  • Title: Active Learning in Nurse Education: Using Quantum Learning and Campbellteaching to Improve Retention
  • Author(s): Corrine Sydney Roberta Jones
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Pedagogy and Curriculum
  • Keywords: Nursing, Engagement, Knowledge Retention
  • Volume: 24
  • Issue: 2
  • Year: 2017
  • ISSN: 2327-7963 (Print)
  • ISSN: 2327-9133 (Online)
  • DOI: https://doi.org/10.18848/2327-7963/CGP/v24i02/29-40
  • Citation: Jones, Corrine Sydney Roberta. 2017. "Active Learning in Nurse Education: Using Quantum Learning and Campbellteaching to Improve Retention." The International Journal of Pedagogy and Curriculum 24 (2): 29-40. doi:10.18848/2327-7963/CGP/v24i02/29-40.
  • Extent: 12 pages

Abstract

This research discusses an innovative program that combines quantum learning and Campbellteaching as key strategies for the teaching and learning of the Diploma of Nursing course at Victoria University. Since the course is eighteen months long, it is imperative that students are engaged in accelerated learning techniques. The problem explored in this article is the theory-practice gap in nursing. How do we best equip students to retain theory and apply it in a clinical setting? The research participants consisted of two cohorts that were randomly chosen. Quantitative and qualitative data were collected in the form of journals, test results, and clinical and teacher feedback. Active learning is one of several key strategies; other key strategies explicitly develop the capacity to learn in each individual. Although this study in not complete, the interim results indicate that a holistic approach to education produces more competent and confident graduates. The implications of the study are that the teaching of nursing should adapt to student needs by embracing new methodologies that are student centred and focused on active engagement while remaining theoretically rigorous.