Active learning pedagogy transformation: A whole-of-school approach to person-centred teaching and nursing graduates

In contemporary higher education contexts, active learning pedagogy pervades in discourses around designing quality student experiences. Transposing student bodies from passive to active participants in learning experiences is widely considered best practice in curriculum and pedagogical design. Whi...

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Vydáno v:	Nurse education in practice Ročník 53; s. 103051
Hlavní autoři:	Fields, Lorraine, Trostian, Baylie, Moroney, Tracey, Dean, Bonnie Amelia
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Scotland Elsevier Ltd 01.05.2021 Elsevier Limited
Témata:	Active learning Best practice Cognitive style Collaborative learning College students Core curriculum Curricula Curriculum development Discourses Education Education reform Educational Change Educational Environment Higher education Leadership Learning Learning environment Learning Processes Learning Strategies Nurses Nursing Nursing education Outcomes of Education Patient-centered care Pedagogy Person-centred Practice based education School commitment Schools Simulation Students Teachers Teaching Teaching methods Transformation Transformational leadership Nursing Active learning Person-centred Education Curriculum development
ISSN:	1471-5953, 1873-5223, 1873-5223
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

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Shrnutí:	In contemporary higher education contexts, active learning pedagogy pervades in discourses around designing quality student experiences. Transposing student bodies from passive to active participants in learning experiences is widely considered best practice in curriculum and pedagogical design. While literature on active learning is vast and recommendations on how to transform into an active learning approach abounds, such advice is often prescribed to individual teachers or courses. What remains unknown in this transformational space is how leadership for person-centred teaching can guide a whole school to shift philosophical presuppositions and take-up active learning as the guiding pedagogy. This paper describes the challenges, processes and steps for how one school, the School of Nursing at an Australian University, invoked transformational change through a philosophical and practice-based shift across all learning spaces (online/ face-to-face/ blended, undergraduate and postgraduate domains). This paper offers recommendations for other schools interested in establishing a whole-of-school commitment to an active learning pedagogy transformation underpinned by person-centred teaching. •Curriculum transformation.•Using the Person-Centred Practice Framework as a underpinning philosophy.•Recommendations for whole School of Nursing involvement.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Review-3 content type line 23
ISSN:	1471-5953 1873-5223 1873-5223
DOI:	10.1016/j.nepr.2021.103051