Kathrine Håland Jeppesen1, Sytter Christiansen2, Kirsten Frederiksen3. 1. Department of Public Health, Section for Nursing, Aarhus University, Hoegh-Guldbergs Gade 6A, 8000 Århus C., Denmark. Electronic address: kahj@ph.au.dk. 2. VIA University College, Jens Otto Krags Plads 3, 8900 Randers C., Denmark. Electronic address: sytt@via.dk. 3. Department of Public Health, Section for Nursing, Aarhus University, Hoegh-Guldbergs Gade 6A, 8000 Århus C., Denmark. Electronic address: kf@ph.au.dk.
Abstract
OBJECTIVE: The aim of this review was to explore the literature on the connection between teaching strategies and nursing students' learning to clarify which teaching strategies provide optimal learning experiences and outcomes. DATA SOURCES: Sources dating from January 2000 to November 2016 were systematically searched in PubMed, Cinahl, Scopus, Web of Science, ProQuest. METHODS: A systematic literature review was conducted that included quantitative and qualitative studies. Quality assessment was made in accordance with Malterud's guidelines on qualitative research and Polit and Beck's guidelines on quantitative research. The analysis was guided by Patricia Benner's organisation of teaching as teaching and learning in classroom and skills laboratory and teaching and learning in clinical practice. RESULT: In this review, 502 titles and abstracts were screened resulting in 45 read and included studies. CONCLUSION: Teaching in skills lab and simulation laboratories provides a positive learning environment and motivates student nurses to learn. It develops critical thinking and the student nurses' ability to take part in what Benner refers to as problem-based nursing. However, there is a need to transform teaching strategies so that student nurses do not experience classroom and clinical practice teaching as separate parts during their education.
OBJECTIVE: The aim of this review was to explore the literature on the connection between teaching strategies and nursing students' learning to clarify which teaching strategies provide optimal learning experiences and outcomes. DATA SOURCES: Sources dating from January 2000 to November 2016 were systematically searched in PubMed, Cinahl, Scopus, Web of Science, ProQuest. METHODS: A systematic literature review was conducted that included quantitative and qualitative studies. Quality assessment was made in accordance with Malterud's guidelines on qualitative research and Polit and Beck's guidelines on quantitative research. The analysis was guided by Patricia Benner's organisation of teaching as teaching and learning in classroom and skills laboratory and teaching and learning in clinical practice. RESULT: In this review, 502 titles and abstracts were screened resulting in 45 read and included studies. CONCLUSION: Teaching in skills lab and simulation laboratories provides a positive learning environment and motivates student nurses to learn. It develops critical thinking and the student nurses' ability to take part in what Benner refers to as problem-based nursing. However, there is a need to transform teaching strategies so that student nurses do not experience classroom and clinical practice teaching as separate parts during their education.
Authors: Ana Rosa Alconero-Camarero; Carmen Sarabia-Cobo; Montserrat Antonín-Martin; Alicia Borras-Santos; Montserrat Edo-Gual; Vicente Gea-Caballero; José Luis Gómez-Urquiza; José Rafael González-López; María Antonia Martínez-Momblán; Alfonso Meneses-Monroy; Montserrat Montaña-Peironcely; Diego Serrano-Gómez; Azucena Santillán-García Journal: Int J Environ Res Public Health Date: 2021-06-07 Impact factor: 3.390