Date of Conferral

2022

Degree

Ph.D.

School

Nursing

Advisor

Leslie Hussey

Abstract

In 2010, the Institute of Medicine issued a report calling for the transformation of undergraduate nursing education to prepare new graduates for the complexities of practice. To improve preparation for practice, faculty responded by incorporating student-centered, active learning strategies (SCALS); however, the effectiveness of SCALS has not been examined. The purposes of this descriptive correlational study, guided by Brunner’s constructivist theory, were to determine the relationship between (a) a nurse educator’s use of SCALS and the percent of students that successfully completed the course, (b) an educator’s self-perception of their learner-centeredness and the use of SCALS, and (c) an educator’s beliefs about learner-centeredness and the use of SCALS. Participants included 180 undergraduate nursing faculty with active, unencumbered registered nursing licenses, responsible for designing and planning teaching strategies, who had taught a face-to-face course within the last 2 years. Data were collected using the Ellis Learner-Centered Teaching in Nursing Education Questionnaire. Simple linear regression was conducted to identify relationships between variables. Results indicated that self- perceptions of learner-centeredness had less of an effect than beliefs about the effectiveness of the strategies on the use of SCALS in the classroom. The use of SCALS was shown to have a positive relationship with student success in the course. Further research into the use and effectiveness of strategies that improve learning outcomes is warranted. Effective use of SCALS in the undergraduate nursing classroom will contribute to positive social change by improving critical thinking skills of new graduates and facilitate successful transition to nursing practice.

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