6^th World Nursing and Healthcare Conference

Biography

In order to assess outcomes of the use of active learning strategies, 5 groups of nursing students (n=56) across three bachelor degree levels (years 2-4) in Macao demonstrated higher clinical evaluation and higher appraisals in verbal and written comments than students without the intervention. Students in practicum experiences in medical, surgical, critical care and palliative care in hospital and community settings were encouraged to actively extend their own skill acquisition and demonstrate learning while in clinical experiences. Active behaviors included asking questions, seeking support, repeating skills, seeking more clinical opportunities, and responding to patient questions about their condition or care. Study findings suggest that teaching principles of active learning improves student clinical performance. Skill learning, skill practice and provision of nursing care appear to increase when active learners seek out clinical learning opportunities. An active learning model in nursing education is recommended and may improve student performance in Macao. Findings were specific to Macao bachelor degree nursing students; however concepts may be generalizable to others globally. Nursing students who engage in active learning demonstrate acquisition of knowledge, theory and skills used in clinical practice with resultant improved preceptor evaluations of performance. Students were more self-directed, confident and pleased with outcomes. Preceptors enjoyed mentoring active-learning students. Barriers to active learning exist and can be effectively addressed by educators. Features of active learning models, ways of encouraging active learning, and clinical applications fostering student engagement are aspects addressed in the oral presentation. Clinical learning is a major means of advancing nursing education.

Abstract

Abstract : Active learning improves nursing student clinical performance