Flipping the Classroom Strategies for Psychiatric-Mental Health Course(1010 Burden ML, Carlton KH, Siktberg L, Pavlechko G. Flipping the Classroom Strategies for Psychiatric-Mental Health Course. Nurse Educ. 2015;40(5):233-6. doi: 10.1097/NNE.0000000000000162 https://doi.org/10.1097/NNE.000000000000...
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2015 UNITED STATES OF AMERICA |
Experience report n =359 |
Flipped classroom
|
The students realized that they were well prepared for active involvement in the classroom |
The benefits of active learning: Applying Brunner's discovery theory to the classroom: Teaching clinical decision-making to senior nursing students(1111 Costello M. The benefits of active learning: applying Brunner's Discovery Theory to the classroom: teaching clinical decision-making to senior nursing students. Teach Learn Nurs. 2017;12(3):212-3. doi: 10.1016/j.teln.2017.02.005 https://doi.org/10.1016/j.teln.2017.02.0...
)
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2017 UNITED STATES OF AMERICA |
Experience report n = not specified |
Flipped classroom
|
Students felt more prepared to think critically, not just to memorize |
Enhancing Student Engagement: Innovative Strategies for Intentional Learning(1212 Docherty A, Warkentin P, Borgen J, Garthe KA, Fischer KL, Najjar RH. Enhancing Student Engagement: innovative strategies for intentional learning. J Prof Nurs. 2017;34(6):470-4. doi: 10.1016/j.profnurs.2018.05.001 https://doi.org/10.1016/j.profnurs.2018....
)
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2018 UNITED STATES OF AMERICA |
Descriptive study n = not specified |
Simulation
|
Nursing students had better engagement scores measured by active and collaborative learning. |
The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program(1313 Ellis KK, Anderson KM, Spencer JR. The living family tree: bridging the gap between knowledge and practice in a Family Nurse Practitioner Program. J Nurs Pract. 2015;1(5):487-92. doi: 10.1016/j.nurpra.2015.03.014 https://doi.org/10.1016/j.nurpra.2015.03...
)
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2015 UNITED STATES OF AMERICA |
Descriptive study n = 266 |
Problem Based Learning: Living family tree
|
Students improved clinical reasoning and problem-solving skills, ease of clinical practice, greater control and autonomy in their learning process. |
The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study(1414 Gallegos C, Tesar AJ, Connor K, Martz K. The use of a game-based learning platform to engage nursing students: a descriptive, qualitative study. Nurs Educ Pract. 2017;27:101-6. doi: 10.1016/j.nepr.2017.08.019 https://doi.org/10.1016/j.nepr.2017.08.0...
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2017 UNITED STATES OF AMERICA |
Descriptive study n = 57 |
Virtual strategies
|
The time to learn how to use the platform was limited. The implementation of the strategy could have been better received if an information technologist had provided guidance and assistance in solving problems. |
Critical thinking cards: An innovative teaching strategy to bridge classroom knowledge with clinical decision making(1515 Holland C, Ulrich D. Critical thinking cards: an innovative teaching strategy to bridge classroom knowledge with clinical decision making. Teach Learn Nurs. 2016;11(3):108-12. doi: 10.1016/j.teln.2016.01.005 https://doi.org/10.1016/j.teln.2016.01.0...
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2016 UNITED STATES OF AMERICA |
Experience report n = 66 |
Critical Thinking Cards
|
It helped students apply the content and improved clinical judgment. Students demonstrated a desire for more questions to improve critical thinking and reasoning, as well as the application of this activity in other disciplines. |
Implementing Collaborative Learning in Prelicensure Nursing Curricula Student Perceptions and Learning Outcomes(1616 Schoening AM, Selde MS, Goodman JT, Tow JC, Selig CL, Wichman C, et al. Implementing Collaborative Learning in Prelicensure Nursing curricula student perceptions and learning outcomes. Nurs Educ. 2015;40(4):183-8. doi: 10.1097/NNE.0000000000000150 https://doi.org/10.1097/NNE.000000000000...
)
|
2015 UNITED STATES OF AMERICA |
Action Research n = 346 |
Cooperative Learning
|
The activity contributes to the understanding of the content, responsibility with the self-preparation for classroom. There were difficulties to work in group and to know if the content was being understood in the right way, which generated anguish. |
Back to the Basics and Beyond: Comparing Traditional and Innovative Strategies for Teaching in Nursing Skills Laboratories(1717 Staykova MP, Stewart DV, Staykov DI. Back to the Basics and Beyond: comparing traditional and innovative strategies for teaching in Nursing skills laboratories. Teach Learn Nurs. 2017;12(2):152-7. doi: 10.1016/j.teln.2016.12.001 https://doi.org/10.1016/j.teln.2016.12.0...
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2016 UNITED STATES OF AMERICA |
Mixed study n = 39 |
Simulation
|
Instructor demonstrations and the impact on learning and confidence were considered important. |
Can nursing students' confidence levels increase with repeated simulation activities?(1818 Cummings CL, Connelly LK. Can nursing students' con?dence levels increase with repeated simulation activities?. Nurse Educ Today. 2016;36:419-21. doi: 10.1016/j.nedt.2015.11.004 https://doi.org/10.1016/j.nedt.2015.11.0...
)
|
2015 UNITED STATES OF AMERICA |
Experience report n = 54 |
Simulation
|
The simulations promote critical thinking, active learning in a real world environment, group coexistence and reflection on their performance. |
Large Group Simulation: Using Combined Teaching Strategies to Connect Classroom and Clinical Learning1(1919 Moyer SM. Large Group Simulation: using combined teaching strategies to connect classroom and clinical learning. Teach Learn Nurs. 2016;11(2):67-73. doi: 10.1016/j.teln.2016.01.002 https://doi.org/10.1016/j.teln.2016.01.0...
)
|
2015 UNITED STATES OF AMERICA |
Experience report n = 46 |
Simulation
|
The students evaluated the experience positively, for having more confidence in their skills and starting to think more critically. |
Comparing the effects of traditional lecture e and flipped classroom on nursing STUDENTS' critical thinking disposition: A quasi-experimental study(2020 Dehghanzadeh S, Jafaraghaie F. Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: a quasiexperimental study. Nurse Educ Today. 2018;71:151-6. doi: 10.1016/j.nedt.2018.09.027 https://doi.org/10.1016/j.nedt.2018.09.0...
)
|
2018 IRAN |
Quasi experimental study n = 85 |
Flipped classroom
|
Facilitates memorization. |
The effect of blended training (Programmed and Lecture-Based Training) on learning health status assessment course among nursing students(2121 Jafarizadeh H, Rahmani A, Habibzadeh H, Amiri S, Moghaddam AS, Moradi Y. The effect of blended training (Programmed and Lecture-Based Training) on learning health status assessment course among nursing students. Bali Med J. 2017;6(3):606-10. doi: 10.15562/bmj.v6i3.688 https://doi.org/10.15562/bmj.v6i3.688...
)
|
2017 IRAN |
Quasi experimental study n = 60 |
Virtual strategies
|
The average course scores were higher than those of the control group. |
Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course(2222 Gholamia M, Moghadam PK, Mohammadipoor F, Tarahib MJ, Sak M, Toulabia T, et al. Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Educ Today. 2016;45:16-21. doi: 10.1016/j.nedt.2016.06.007 https://doi.org/10.1016/j.nedt.2016.06.0...
)
|
2016 IRAN |
Quasi experimental study n = 40 |
Problem Based Learning
|
Increases students' critical skills and acceptance of divergent views. |
A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies)(2323 Zarifsanaiey N, Amini M, Saadat F. A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies). BMC Med Educ. 2016;16(1):294. doi: 10.1186/s12909-016-0812-0 https://doi.org/10.1186/s12909-016-0812-...
)
|
2016 IRAN |
Quasi experimental study n = 40 |
Simulation
|
The experimental group obtained a higher performance score, however this training method did not fully strengthen the students' capacity for critical thinking, according to all the cognitive requirements of critical thinking. |
Teaching and learning strategies in hospital nursing internship of an integrated curriculum(2424 Moraes A, Alves JB, Alves RM, Guariente MHDM. Strategies for teaching and learning in the hospital nursing school of an integrated curriculum. Rev Enferm UFPE. 2017;11(11):4289-97. doi: 10.5205/reuol.23542-49901-1-ED.1111201703 https://doi.org/10.5205/reuol.23542-4990...
)
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2017 BRAZIL |
Descriptive study n = 18 |
Group discussion; Problem-situation; Spoken newspaper; Portfolio; Group dynamics; Exhibition-dialogue; Movies/videos
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More critical, reflective learning. As weaknesses, the individual overload in group work; difficulties in educating students; coercive teaching posture; dynamics outside the theoretical context; films not didactic, outdated and out of the reality experienced. |
Perception of undergraduate nursing students on realistic simulation(2525 Costa RRO, Medeiros SM, Martins JCA, Cossi MS, Araújo MS. Percepção de estudantes da graduação em enfermagem sobre a simulação realística. Rev Cuid. 2017;8(3):1799-808. doi: 10.15649/cuidarte.v8i3.425 https://doi.org/10.15649/cuidarte.v8i3.4...
)
|
2017 BRAZIL |
Descriptive study n = 37 |
Simulation
|
Approach with various contexts of practice. Previous experience is reverted into knowledge and generates security. Simulation both enhances the practice of clinical skills and allows for critical thinking and analysis of the various practical situations. |
Active teaching methodology in nurse training: innovation in basic care(2626 Hermida PMV, Barbosa SS, Heidemann ITSB. Metodologia ativa de ensino na formação do enfermeiro: inovação na atenção básica. Rev Enferm UFSM. 2015;5(4):683-91. doi: 10.5902/2179769216920. https://doi.org/10.5902/2179769216920...
)
|
2015 BRAZIL |
Experience report n = 8 |
Problematization
|
Encourages interest and initiative for the integration of knowledge, favouring the teaching-learning process. |
Active methodologies in nursing graduation: a focus on care for the elderly(2727 Souza EFD, Silva AG, Silva AILF. Active methodologies for graduation in nursing: focus on the health care of older adults. Rev Bras Enferm. 2018;71(2):920-4. doi: 10.1590/0034-7167-2017-0150 https://doi.org/10.1590/0034-7167-2017-0...
)
|
2017 BRAZIL |
Experience report n = 10 |
Simulation
|
It articulates theoretical and practical knowledge, provides experiences similar to situations observed in reality and develops skills related to problem solving, communication, decision making. |
Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing(2828 Park EO, Park JH. Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Jpn J Nurs Sci. 2017;15(2):125-34. doi: 10.1111/jjns.12176 https://doi.org/10.1111/jjns.12176...
)
|
2017 SOUTH KOREA |
Quasi experimental study n = 81 |
Flipped classrom
|
Improvement in critical thinking, creativity, cognitive skills and academic performance. |
Comparison of knowledge, confidence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis(2929 Kanga KA, Kimb S, Kimc SJ, Ohd J, Lee M. Comparison of knowledge, con?dence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis. Nurse Educ Today. 2015;35(2):315-21. doi: 10.1016/j.nedt.2014.10.006 https://doi.org/10.1016/j.nedt.2014.10.0...
)
|
2015 SOUTH KOREA |
Descriptive study n = 205 |
Problem Based Learning and Problematization
|
The Problem Based Learning group and the combination of simulation results combined obtained higher confidence and knowledge scores than the traditional learning methods group. Students suggest that the Problem Based Learning and a blended learning method are more effective in improving knowledge, confidence and satisfaction. In simulation alone, students did not feel so confident. |
Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study(3030 Bressington DT, Wong WK, Lam KKC, Chien WT. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-e?cacy in Asian mental health nursing students: a mixed-methods pilot study. Nurse Educ Today. 2018;60:47-55. doi: 10.1016/j.nedt.2017.09.019 https://doi.org/10.1016/j.nedt.2017.09.0...
)
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2018 CHINA |
Mixed study n = 70 |
Conceptual Mapping
|
The conceptual mapping approach can be useful for assessing your learning, promoting reflective learning, and encouraging the integration of theoretical knowledge with clinical knowledge, to a deeper level of understanding. |
Student peer reviewers' views on teaching innovations and imaginative learning(3131 Chan ZC. Student peer reviewers' views on teaching innovations and imaginative learning. Nurse Educ Today. 2016;39:155-60. doi: 10.1016/j.nedt.2016.02.004 https://doi.org/10.1016/j.nedt.2016.02.0...
)
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2016 CHINA |
Experience report n = 18 |
Imaginative learning with poetry, songs and role-plays
|
LFT provides better conditions for learning, critical thinking, decision-making and communication skills; and if this methodological strategy is joined with other activities, learning becomes even more significant. |
Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education(3232 Henderson A, Harrison P, Rowe J, Edwards S, Barnes M, Henderson S, et al. Students take the lead for learning in practice: a process for building self-efficacy into undergraduate nursing education. Nurs Educ Pract. 2018;31:14-9. doi: 10.1016/j.nepr.2018.04.003 https://doi.org/10.1016/j.nepr.2018.04.0...
)
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2018 AUSTRALIA |
Descriptive study n = 431 |
Check-in e Check-out
|
The Check-in e Check-out process can be an effective tool for active engagement and learning in clinical learning spaces. It promotes learner empowerment and engagement in their own learning experiences. |
CaseWorld: Interactive, media rich, multidisciplinary case based learning(3333 Gillham D, Tucker K, Parker S, Wright V, Kargillis C. CaseWorld(tm): Interactive, media rich, multidisciplinary case based learning. Nurs Educ Pract. 2015;15(6):567-71. doi: 10.1016/j.nepr.2015.10.003 https://doi.org/10.1016/j.nepr.2015.10.0...
)
|
2015 AUSTRALIA |
Descriptive study n = 197 |
Case study
|
The case study benefits learning. Real-life scenarios give a holistic view of learning. |
Using technology to enhance nurse practitioner student engagement(3434 Carley A. Using technology to enhance nurse practitioner student engagement. Nurs Pract. 2015;40(7):47-54. doi: 10.1097/01.NPR.0000465119.04536.0e https://doi.org/10.1097/01.NPR.000046511...
)
|
2015 No information |
Experience report n = not specified |
Simulation
|
Simulation-based learning offers the opportunity for experiential learning in a safe and risk-free environment. |
The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey(3535 Alharbi HA, Almutairi AF, Alhelih EM, Alshehry AS. The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: a cross-sectional survey. Nurs Res Pract. 2017;2017:3090387. doi: 10.1155/2017/3090387 https://doi.org/10.1155/2017/3090387...
)
|
2017 SAUDI ARABIA |
Descriptive study n = 56 |
Visual strategies; active method; sequential and verbal
|
According to their preferences, students chose visual style (67.9%) as their teaching strategy, followed by the active (50%) and sequential (37.5%) method. The verbal style was the least chosen (3.6%). |
Clinical education Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice(3636 Chong EJ, Lim JS, Liu Y, Lau YY, Wu VX. Clinical education Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice. Nurs Educ Pract. 2016;20:125-30. doi: 10.1016/j.nepr.2016.08.002 https://doi.org/10.1016/j.nepr.2016.08.0...
)
|
2016 SINGA PURE |
Quasi experimental study n = 54 |
Pedagogy of authentic evaluation
|
It helped to improve the domains of learning and critical thinking skills. Allows a closer sequencing of theory and practice, so that students better understand their ability and safety. |
Influence of Co-teaching on Undergraduate Student Learning: A Mixed-Methods Study in Nursing(3737 Lock J, Rainsbury J, Clancy T, Rosenau P, Ferreira C. Influence of co-teaching on undergraduate student learning: a mixed-methods study in nursing. Teach Learn Inq. 2018;6(1):38-51. doi: 10.20343/teachlearninqu.6.1.5 https://doi.org/10.20343/teachlearninqu....
)
|
2018 CANADA |
Mixed study n = 65 |
Cooperative Learning
|
Develops self-confidence to work collaboratively within interprofessional teams and to support patient-centered care. The ability to question and reflect on one's own learning is a key element to being a successful learner. |
Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study(3838 Ding Y, Zhang P. Practice and e?ectiveness of web-based problem-based learning approach in a large class-size system: a comparative study. Nurs Educ Pract. 2018;31:161-4. doi: 10.1016/j.nepr.2018.06.009 https://doi.org/10.1016/j.nepr.2018.06.0...
)
|
2018 MEXICO |
Descriptive study n = 328 |
Problem Based Learning
|
The Problem Based Learning encourages student involvement and encourages the use of prior knowledge in small group environments. |
Developing a Serious Game for Nurse Education(3939 Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebø Å. Developing a Serious Game for Nurse Education. J Gerontol Nurs. 2018;44(1):15-9. doi: 10.3928/00989134-20171213-05 https://doi.org/10.3928/00989134-2017121...
)
|
2018 NORWAY |
Descriptive study n = not specified |
Simulation
|
Allows you to practice clinical reasoning and your decision-making skills in a realistic and safe environment. |
Case-based learning: What traditional curricula fail to teach Lina(4040 Kantar LD, Massouh A. Case-based learning: what traditional curricula fail to teach. Nurse Educ Today. 2015;35(8):e8-14. doi: 10.1016/j.nedt.2015.03.010 https://doi.org/10.1016/j.nedt.2015.03.0...
)
|
2015 LEBANON |
Descriptive study n = 16 |
Case study
|
Helps to recognize the details of a clinical situation, understand patient data, inform decisions and reflect on the situation. |
Theory and practice in the construction of professional identity in nursing students: A qualitative study(4141 Arreciado Marañóna A, Isla Perab MP. Theory and practice in the construction of professional identity in nursing students: a qualitative study. Nurse Educ Today. 2015;35(7):859-63. doi: 10.1016/j.nedt.2015.03.014 https://doi.org/10.1016/j.nedt.2015.03.0...
)
|
2015 SPAIN |
Descriptive study n = not specified |
Problem Based Learning
|
Helps deal with new problems, manage your knowledge, take responsibility for events, make decisions, reflect and develop critical thinking |
Self-directed Learning Readiness Is Independent of Teaching and Learning Approach in Undergraduate Nursing Education(4242 Qamata-Mtshali N, Bruce JC. Self-directed learning readiness is independent of teaching and learning approach in undergraduate nursing education. Nurse Educ. 2017;43(5):277-81. doi: 10.1097/NNE.0000000000000493 https://doi.org/10.1097/NNE.000000000000...
)
|
2017 SOUTH AFRICA |
Comparative quantitative crosssectional study n = 159 |
Problem Based Learning
|
The overall results show that while Problem Based Learning is effective in self-directed learning, there is no difference between Problem Based Learning and traditional learners. |