Despite the need for nursing education to emphasize active, innovative evidence-based teaching strategies that facilitate transfer of knowledge, there is a dearth of research regarding faculty teaching practices. This mixed-method descriptive study explored pre-licensure nursing faculty in New York State about their knowledge, beliefs in effectiveness, and use of evidence-based teaching strategies as well as both facilitators and obstacles to their use.
Faculty had the most knowledge about 1) problem-based learning, 2) simulation, 3) reflection, 4) small group work, and 5) case-based learning. The five top strategies that they believed to be most effectiveness were 1) simulation, 2) case-based learning, 3) problem-based learning, 4) unfolding case study, and 5) small group work. The five top strategies used most were 1) reflection, 2) problem-based learning, 3) case-based learning, 4) small group work, and 5) unfolding case study. Correlations revealed that the relationship between the 10 evidence-based teaching strategies and knowledge, belief in effectiveness and use of the strategies was significant (p < .01).</p>
A major theme of facilitators revealed a “culture of support” which included support of administration, other faculty, technology, classroom capabilities, access to case studies, and small student groups. Conversely, the obstacles described included lack of time, resources, support from administration, other faculty, and technology.
To foster use of active, evidence-based strategies in nursing education, it is crucial to create an educational environment which includes faculty development programs and support.
|Commitee:||Brownell, Catherine, Cannistraci, Patricia|
|School:||Sage Graduate School|
|School Location:||United States -- New York|
|Source:||DAI-B 79/02(E), Dissertation Abstracts International|
|Keywords:||Evidence-based teaching strategies, Nursing education, Transfer of knowledge|
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