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Undergraduate nursing students' perceptions of active learning strategies: A focus group study

journal contribution
submitted on 2023-12-11, 06:34 and posted on 2024-01-09, 10:44 authored by Frances Kalu, Carolyn Wolsey, Parivash Enghiad

Background Active learning strategies have been identified as promoting critical thinking, strengthening clinical reasoning, and supporting the transfer of theoretical knowledge to practice amongst nursing students. Aim This study aimed to understand the undergraduate nursing students' perceptions of the active learning strategies being used in the classroom and to identify critical elements within their learning spaces which contribute to their learning. Design Qualitative, focus group study. Setting A four-year undergraduate baccalaureate nursing program in the Middle East. Participants 50 undergraduate nursing students selected through purposive and snowball sampling participated in the study. Methods Five focus group sessions were conducted with 10 participants in each session. Data collected from the discussions were transcribed and thematically analyzed and aligned with the Taxonomy of Significant Learning. Results Study results show that undergraduate nursing students affirm that the use of active learning strategies supports the acquisition of foundational understanding, application and integration of knowledge, caring about the learning process, learning to learn, and the human dimension of learning. Participants also identified how best active learning strategies should be utilized and aspects of learning spaces that promote learning. Conclusions Although the use of active learning strategies positively enhances the learning process, it is important to ensure that strategies are intentionally integrated into the classroom and aligned with the expected learning outcomes. Considerations of the learning space used are also of importance.

Other Information

Published in: Nurse Education Today
License: http://creativecommons.org/licenses/by/4.0/
See article on publisher's website: https://dx.doi.org/10.1016/j.nedt.2023.105986

History

Language

  • English

Publisher

Elsevier

Publication Year

  • 2023

License statement

This Item is licensed under the Creative Commons Attribution 4.0 International License.

Institution affiliated with

  • University of Calgary in Qatar
  • Faculty of Nursing - UCQ
  • University of Doha for Science and Technology
  • College of Health Sciences - UDST

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