LEARNING METHODS 2
Learning Methods
Nurse educators have a unique job in educating students from various generations. In
traditional formal nursing education, students were lectured in a classroom; however, with
multiple generations attending school, and different educational needs, nurse educators are
tasked with delivering the curriculum via different strategies. In using various teaching styles and
strategies, students can understand the material on a deeper level which in turn will promote
critical thinking.
There are several teaching methods nurse educators can use to convey knowledge to their
students; however, each educator must be aware of their audience and adapt their teaching style
to engage students in the learning process. This paper will explore traditional and active learning
strategies, as well as the various types of student audiences. Additionally, I will provide a first-
person reflection of my thoughts and experiences with teaching strategies.
Traditional Learning
Traditional learning takes place in a classroom where the educator dispels information to
their students through didactic lecture, the use of PowerPoint slides, objective testing, and
writing papers (Toothaker & Taliaferro, 2017). At the end of each lecture, students are allotted a
time period to ask questions based on the information conveyed (Ward et al., 2018). Methods of
this magnitude involve the process of knowing rather than doing (Toothaker & Taliaferro, 2017).
Technology today allows for traditional learning methods to take place outside of the
classroom via streaming methods such as zoom (Kugler et al., 2019). However, even with the
use of technology, traditional learning methods are still constrained by time and the amount of
information conveyed within the lecture style. As the nursing student population evolves, the
monotonous lecture style leaves the student population unengaged which can overall affect their
LEARNING METHODS 3
success. With unengaged students, nurse educators are now utilizing innovative active learning
techniques to promote student engagement and quality learning (Stringfellow, 2021).
Active Learning
Active learning breaks traditional learning methods with varied styles of teaching which
actively engages student learning. Active learning promotes the interaction between theory and
knowledge with provides the student with greater understanding of real-world application
(Ghezzi et al., 2021). Active learning takes many forms. This paper will explore problem-based
learning, team-based learning, concept mapping, and flipped classroom to name a few.
Problem-based Learning
An effective method of teaching should engage nursing students to utilize critical
thinking skills. Therefore, nursing curricula should incorporate active learning methods such as
problem-based learning. Problem-based learning (PBL) reinforces critical thinking skills
providing more in-depth learning which enables students to learn important skills and qualities,
such as personal relationships skills, critical thinking, decision-making, reasoning, the use of
different information sources, teamwork, cooperation, respect for group members, curiosity, and
patience (Khatiban et al., 2018).
Team-based Learning
Team-Based Learning is a highly structured, evidence-based, student-centered learning
approach that enhances student engagement and facilitates a deeper learning. Active and
collaborative learning during TBL occurs through sequencing students’ learning activities into
four phases: teacher-guided pre-class preparatory learning; assessing mastery of core knowledge;
application of newly acquired knowledge to significant authentic problems; and peer evaluation.
Through active learning and student engagement, students develop communication skills,
LEARNING METHODS 4
teamwork skills, problem solving and critical thinking skills, and professional behaviors. Team-
based learning has been associated with positive learning outcomes, positive student experience,
and high levels of student engagement (Considine et al., 2021).
Concept Mapping
Concept mapping is an active learning technique that allows students to visually
understand the relationship of ideas by creating connections through a map. Furthermore, the
concept map allows the student to organize their ideas in a logical, but not rigid, structure
causing students to analyze, evaluate, and think critically about the information they have
obtained. The goal of concept mapping is for the student to learn through actively connecting
new concepts to existing concepts. Accordingly, the concept map helps complete missing
knowledge, clarify existing knowledge, and improve critical thinking. In terms of nursing
education, concept mapping is a great strategy for students to connect clinical knowledge and
new patient data to view a patient's total clinical picture. Overall, this is a very useful active
learning method for students particularly in the millennial and Gen Z generations, as they do not
need to copy the care plan from the textbook anymore but are able to use concept mapping
applications which are available on most mobile devices (Xu, 2016).
Flipped Classroom
A flipped classroom (FC) is a specific mixed-mode learning design which employs
technology tools outside the classroom. A flipped classroom implements learning activities in
three learning stages: the before-class stage, the in-class stage, and the after-class stage. The
design of flipped classrooms fulfills the taxonomy of educational objectives proposed by Bloom,
Engelhart, Furst, Hill, and Krathwohl (Chung et al., 2019). In FC, teacher's lectures are provided
to students via videos and/or PowerPoint presentations that are watched by students prior to
LEARNING METHODS 5
classroom instruction. Therefore, the valuable time of the class is spent on active learning
activities, problem solving, evidence-based learning, group discussion, and knowledge
application, analysis, and synthesis. By using the flipped classroom strategy, each student can
learn concepts at his/her own pace by playing and pausing videos and PowerPoint presentations
based on personal preferences which allows the student to watch them as many times needed.
Moreover, FC provides nursing students and nurses with the opportunity to learn materials
during their preferred time and place. Henceforth, it is a flexible instructional strategy that takes
places around the students’ personal schedule. Studies have reported that educators that utilize
the FC has promoted nursing students' clinical decision making, increased student satisfaction
and academic performance; thereby, increasing student grades, fostering collaborative learning
and teamwork, encouraging student active engagement, and improve critical thinking skills
(Dehghanzadeh & Jafaraghaee, 2018).
Audience
The National League for Nursing (NLN) has called for a transformation of nursing
education that reflects the needs of the current student population. Up till now, four generations
have existed in the educational environment: the Veteran generation (1922–1945), the Baby
Boomer generation (1945–1960), Generation X (1960–1980) and the millennial generation
(1980–present) (Toothaker & Taliaferro, 2017). However, as the new student population enter
the classroom, nurse educators are introduced to Generation Z. Gen Z, born after 1990, is the
largest population ever, with 72.8 million globally and 25% in the United States alone. Gen Z
credits the “Baby Boomers who changed politics, Gen X who changed family, and Gen Y who
changed the working environment.” However, Gen Z is the most technological savvy generation,
LEARNING METHODS 6
and it is reasonable to assume that Gen Z will change how education is taught including nursing
(Williams, 2018).
It is unknown how many student nurses will consist of the Gen Z population; however,
studies have shown that the nurse educators training this generation will consist of older
educators most likely consisting of “baby boomers and generation X.” The differences in
generations could prove difficult to keep students engaged as older generations may not be as
fluent in the use of new technological advantages. Students within the Gen Z category rely on the
advancement of technology to enhance their learning capabilities and expect their instructors to
do the same (Williams, 2018).
Reflection
Nurse educators have the responsibility of ensuring students have the necessary
information while engaged in the learning process. By integrating various active learning
strategies into nursing curriculum, nurse educators can reach multiple generations of students
while taking advantage of the most beneficial approaches. The traditional lecture approach tends
to only promote short term recall and minimal memorization, causing students to become
disengaged and dissatisfied with the curriculum. Active learning strategies encourage long term
memorization and critical thinking skills; thereby, increasing student participation in learning
and satisfaction with the material (Dehghanzadeh & Jafaraghaee, 2018).
Having the opportunity to learn and understand the various teaching methods such as
problem-based learning and flipped classroom from my preceptor, I believe that this will not
only benefit my learning as a student and a novice nurse educator but benefit the students I teach
as they further their education and transition into the role of a professional nurse. It is my utmost
belief that the program curriculum should not dictate the teaching methods an educator, rather
LEARNING METHODS 7
the educator should consider the student needs to initiate various active learning strategies to
facilitate student learning and engagement. The influence of a good teacher can never be erased
but used to shape minds and bring out the best in their students. Psalm 37:30 states “The mouths
of the righteous utter wisdom, and their tongues speak what is just” (Bible Gateway, n.d.).
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LEARNING METHODS 8
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