Active Learning Modules for Large Lecture Courses: Implementing the New Essentials

Competency-based nursing curricula have the potential to shift education in nursing from a knowledge-based approach to teaching that facilitates a deeper understanding of concepts to enhance clinical reasoning. The National Council of State Boards of Nursing (2023) also has shifted its licensing exa...

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Veröffentlicht in:The Journal of nursing education Jg. 63; H. 10; S. 716
Hauptverfasser: Smith, Hannah R., Clary-Muronda, Valerie
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Thorofare, NJ SLACK Incorporated 01.10.2024
Slack, Inc
SLACK INCORPORATED
Schlagworte:
Active learning
Case Studies
Classrooms
Colleges & universities
Competence
Curricula
Curriculum
Education, Nursing - organization & administration
Educational objectives
Educational Strategies
Educational Technology
Equipment and supplies
Humans
Learner Engagement
Learning activities
Learning Modules
Lecture Method
Lecture method in teaching
Licensing Examinations (Professions)
Medical Evaluation
Methods
Nurses
Nursing education
Nursing Education Research
Outcomes of Education
Problem-Based Learning
Students
Teaching
Teaching methods
United States
ISSN:0148-4834, 1938-2421, 1938-2421
Online-Zugang:Volltext
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Zusammenfassung:Competency-based nursing curricula have the potential to shift education in nursing from a knowledge-based approach to teaching that facilitates a deeper understanding of concepts to enhance clinical reasoning. The National Council of State Boards of Nursing (2023) also has shifted its licensing examination, Next Generation NCLEX® (NGN) to better assess competency using the clinical judgment model to provoke student analysis of clinical data. Some of the questions had a higher response rate, suggesting areas of improvement are needed, such as providing an orientation to the platform in the first week of the semester or incorporating these activities as low-stakes assessments and part of the course grade.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0148-4834
1938-2421
1938-2421
DOI:10.3928/01484834-20240508-02