The nursing shortage remains of great concern to the nursing profession and to nursing educators. With the projected need for Registered Nurses high and the attrition rate in nursing programs remaining high, a focus on retention of qualified nursing students may be needed. One way to contribute to enhanced retention is using active learning strategies in nursing education classrooms. In order to determine how to help transition nursing educators from lecture-based teaching strategies to active learning strategies, the current research was conducted. This qualitative multiple case study explored the factors and circumstances nursing faculty members perceived as having had the most influence on their decision to incorporate active learning strategies when teaching nursing students. Eight faculty members teaching at various nursing programs in Utah were interviewed in a one-on-one manner using questions based on Ajzen’s theory of planned behavior and Fishbein and Ajzen’s reasoned action method. Four themes related to motivation emerged: (a) prior exposure to active learning strategies, (b) support for the use of active learning strategies at the faculty member’s institution, (c) positive feedback from students when active learning strategies were used, and (d) faculty member perception that using active learning strategies would benefit students. While further research needs to be conducted in this area, the results of this study may be applied to faculty hiring and faculty professional development. The goal is to use the results to increase the retention of qualified nursing students and assist in alleviating the nursing shortage.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Nursing, Health education, Higher education|
|Keywords:||Active learning, Faculty orientation, Motivation, Nursing faculty|
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