Active learning
Active learning refers to student participation and an investment of the student in exploring content knowledge in all phases of the learning process (Billings & Halstead, 2012). It requires learning activities that provide students with the opportunity to dynamically engage in courses and respond to various learning situations as presented by educational facilitators. Critical thinking is different in that it is defined by the ability to utilize objective-problem solving to promote a course of action based on the integration and application of knowledge (Wane & Lotz, 2013). Furthermore, it is the ability and willingness to assess various situations and make objective judgments on the basis of well-supported reasons and evidence rather than emotion (Finn, 2011).
Active learning is a major ingredient in the recipe of the development of important critical thinking/clinical judgment/clinical reasoning skills in that it enables the learner to truly learn how to learn which allows him or her to be in a permanent position of self-reflection and application of various knowledge acquisition processes. This constant state of desire for perpetual learning allows for continual evaluation of current practices and assessment of safety and quality improvement measures. It allows the student to take ownership of his or her learning and therefore become a valuable member of the professional healthcare team.
Two examples of teaching/learning strategies that represent active learning strategies that will lead to the development/strengthening of critical thinking skills include concept mapping and simulation. Concept mapping is a pictorial arrangement of key concepts that are unique to a specific subject and with specific regard to nursing education, are developed from assessment data collected by students to depict the relationships among various pieces of clinical information (Clayton, 2006). This promotes enhancement of critical thinking skills in that it requires the understanding and evaluation of various criteria that relate to the patient situation and must be prioritized by the student into a meaningful clinical picture. Clinical simulations are most often used as teaching methods in which the student learner is exposed to realistic patient situations in a safe, controlled, and secure environment to allow for an increased awareness of prioritization of patient management issues. Simulations promote the development of clinical reasoning skills in that it is a learner-focused activity that allows the learner to actively participate in situations that mimic those that will require necessary critical thinking skills in the “real world” setting. Through debriefing, which is a critical component of the simulated experience, learners can reflect on what went well and what could be improved upon in order to further build their clinical judgment/critical thinking skills.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Clayton, L. H. (2006). Concept mapping: An effective, active teaching-learning method. Nursing Education Perspectives, 27(4), 197-203.
Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42, 69-72.
Wane, D. & Lotz, K. (2013). The simulated clinical environment as a platform for refining critical thinking in nursing students: A pilot program. Nursing Education Perspectives, 34(3), 163-166.
Active learning is a major ingredient in the recipe of the development of important critical thinking/clinical judgment/clinical reasoning skills in that it enables the learner to truly learn how to learn which allows him or her to be in a permanent position of self-reflection and application of various knowledge acquisition processes. This constant state of desire for perpetual learning allows for continual evaluation of current practices and assessment of safety and quality improvement measures. It allows the student to take ownership of his or her learning and therefore become a valuable member of the professional healthcare team.
Two examples of teaching/learning strategies that represent active learning strategies that will lead to the development/strengthening of critical thinking skills include concept mapping and simulation. Concept mapping is a pictorial arrangement of key concepts that are unique to a specific subject and with specific regard to nursing education, are developed from assessment data collected by students to depict the relationships among various pieces of clinical information (Clayton, 2006). This promotes enhancement of critical thinking skills in that it requires the understanding and evaluation of various criteria that relate to the patient situation and must be prioritized by the student into a meaningful clinical picture. Clinical simulations are most often used as teaching methods in which the student learner is exposed to realistic patient situations in a safe, controlled, and secure environment to allow for an increased awareness of prioritization of patient management issues. Simulations promote the development of clinical reasoning skills in that it is a learner-focused activity that allows the learner to actively participate in situations that mimic those that will require necessary critical thinking skills in the “real world” setting. Through debriefing, which is a critical component of the simulated experience, learners can reflect on what went well and what could be improved upon in order to further build their clinical judgment/critical thinking skills.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Clayton, L. H. (2006). Concept mapping: An effective, active teaching-learning method. Nursing Education Perspectives, 27(4), 197-203.
Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42, 69-72.
Wane, D. & Lotz, K. (2013). The simulated clinical environment as a platform for refining critical thinking in nursing students: A pilot program. Nursing Education Perspectives, 34(3), 163-166.