Active Learning 1. Since the 1990s, the emphasis on active learning processes in nursing has intensified and is a hallmark of concept- based curricula. The growth of active learning has resulted in a paradigm shift from teacher-centered to learner- centered educational approaches, designed to encourage students to be totally engaged in the learning process. Franco-Tantuico (2022) described the characteristics a learning activity must have in order to be considered “active.” 1. The activity selected must provide a dynamic (often changing), meaningful and engaging learning environment.
2. Collaboration must occur between and among the instructor and the learners. 3. The instructor must provide ongoing constructive and nonjudgmental feedback . 4. The students must have an opportunity to reflect upon their performance.
To be effective, students must consider the topic important and interesting, and they must have the requisite knowledge to participate fully in the activity. Thus, students should complete a pre-activity study assigned by the instructor. Table A provides examples of a learning activity that incorporates characteristics of active learning and one that does not. Table A: Examples of an Effective and Ineffective Learning Activity
Effective Learning Activities
Ineffective Learning Activities
§ Ms. Peters provided her students with a learning activity on hypertension.
§ Mr. Jones presented a lesson on diabetes.
§ In addition to a reading assignment on this topic, during an introduction session, she gave a short 5-question quiz in class (no grade). § After a brief discussion of the correct quiz answers, small groups of nursing students developed a plan of care for a patient with this diagnosis. § Students reported on their plan of care.
§ Students were assigned to read an article about the management of diabetes in the elderly.
§ Mr. Jones lectured on diabetes for ½ of the class, providing students with many anecdotes from his experience as an ER nurse. § The nursing students then completed a worksheet on A1C values.
§ Ms. Peters facilitated a debriefing session where students reflected on their actions and then she clarified students’ concerns with nonjudgmental feedback.
§ Following this activity, Mr. Jones answered student questions regarding diabetes.
The structure for each learning activity may vary depending upon its goal. Table B provides a number of approaches designed to engage students with the content.
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