Paper Example With Annotated Bibliography on Active Learning Strategies in Nursing Education

Published: 2023-04-30
Paper Example With Annotated Bibliography on Active Learning Strategies in Nursing Education
Type of paper:  Annotated bibliography
Categories:  Learning Nursing
Pages: 7
Wordcount: 1719 words
15 min read

Bakon, S., Craft, J., Christensen, M., & Wirihana, L. (2016). Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature. Nurse education today, 37, 123-127.

The authors analyses some of the active learning principles in the discipline of bioscience. The article provides credible analyses of the nursing education-related problems when implementing learning strategies. The authors utilize various sources of data, including 26 article s and conference proceedings, to improve the quality of the study and give informed analyses. It is, therefore, one of the useful sources, and besides, it explores critical aspects of bioscience that impact nursing education that must be considered when identifying learning strategy. Some of the elements that make the sources relevant and of significant quality to the topic include the class sizes, concentration, mode of delivery, motivation perspectives of the educator, students' participation in learning, and confidence. The authors identify these elements as problems that need to consider when choosing an effective learning strategy. Based on the evidence that the article obtains from different scholarly sources, it clear that there some of the influencing factors to determining learning strategy. The article, therefore, is of significant impact to the study as it is one of the reference materials that ensure a positive outcome.

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Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: A systematic umbrella review. Nurse Education Today, 49, 63-71.

The authors conduct a systematic review of the effects of simulation-based learning strategy; this style has received more attention from many nursing education institutions. The study is relevant to the topic, and it is helpful for the educator to analyze the impacts that might be experienced as a result of its application. The information provided in the article is credible as it incorporates different perceptive from various research studies. The author's utilized an umbrella review of the article to ensure the quality of the study. The data are accurate and of considerable variety, because the data was obtained from the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and PubMed. It is, therefore, vital to consider this source useful for making decisions on learning strategies because of its critical analyses of data from various sources and reach up to credible conclusions based on the results of the study. Statistical comparison of data shows data simulation-based learning is useful in nursing education.

Cummings, C. L., & Connelly, L. K. (2016). Can nursing students' confidence levels increase with repeated simulation activities?. Nurse education today, 36, 419-421.

The authors conduct a study of the student's feedback based on the application of repeated simulation as one of the learning strategies. The article provides useful insights that are applicable in this practicum to enhancing learning strategy. The piece utilized a survey method of research to collect data on student satisfaction on simulation and the increase of confidence as a result. Therefore, the quality of the information is credible and can be used in this context to decide on the best learning style that the educator can use to develop an effective learning strategy. The results of the study showed that over 95% of student's confidence is achieved through repeated simulation. The analyses provide accurate information through qualitative assessment. It is, therefore, essential to consider this article in designing relevant learning styles for nurse students in the education system to boost their confidence. It is one of the most critical factors to develop during the learning process of any nurse students as it is of grate impacts on nursing skills and operations.

Day-Black, C. (2015). Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course. ABNF Journal, 26(4).

The author describes the application of gamification in nursing education; he identifies that gamification is one of the practical learning strategies that has been used in the modern world. It incorporates different features of the technology. The article is relevant to the study as it identifies one of the most important teaching and learning strategies that can be used in this context. The information provided in the article is precise and focused on the effectiveness of digital learning platforms; the author asserts that the games involved should be based on educational goals. The study uses evidenced-based research to ensure the quality of the data. The article used the information from a strategy in progress from Mid-Atlantic Historical Black College and University. The school has introduced a gamification program using web-based simulation to reinforce teaching and learning. The article, therefore, provides credible information and justification of the gamification learning strategy; from the evidence, it clear that this style can successfully be implemented to improve learning in nursing education.

Della Ratta, C. B. (2015). Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator, 40(2), 71-74.

The author, a clinical assistant professor in the department of undergraduate education of nurses in the university of Stony Brooks, explores the use of team-based learning (TBL) in a flipped classroom. The undergraduate nurse can engage in an effective learning platform where different students with varied learning capabilities are involved. TBL is one of the styles that are important to consider based on this setting; this source, therefore, provides useful insights to adopting the TBL style of learning in nursing education programs. It elaborates on how the style can be applied and implement learning strategies in nursing education. The results of the study show that the learning style is effective in facilitating active and purposeful learning through shared class activities and small groups. The source incorporates various evidence to justify the usefulness of this style in nurse education, including students' feedback from the flipped class to asses and evaluate its application. The piece, therefore, is important to consider in this context, and it helps design educational strategy.

Ibrahim, R. H., & Hussein, D. A. (2016). Assessment of visual, auditory, and kinesthetic learning styles among undergraduate nursing students. Int J Adv Nurs Stud, 5, 1-4.

The authors identify some of the commonly used learning styles in nursing education; they include auditory, visual, and kinesthetic assessment. The authors, therefore, provide relevant information concerning nursing education; according to the article, these methods of learning have been associated with a positive performance and better student's experience. It involves cognitive assessment and identifying how students utilize their sensory elements t gather or receive information from their educators. The article uses a descriptive research method to collect and analyze data; most of the information was gathered from the Nursing Colleges at Universities of Mosul and Kirkuk. In order to improve data quality and accuracy, the authors used data samples to analyze the learning styles and student's expectations. The results of the tab study identify that Visual, Kinesthetic, and Auditory learning styles are useful and help to improve student's critical thinking. The article is of significant use because it analyses the elements as styles of learning and recommends that educators should utilize these styles when teaching clinical students.

Lubbers, J., & Rossman, C. (2017). Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings. Nurse Education Today, 48, 140-144.

The authors evaluate the impacts of medium-fidelity learning strategy in nursing is one of the best learning strategies that have been associated with a positive impact. The article is essential and can be used to draw some insights to help in identifying suitable learning strategies that engage student's cognitive development and integration between peers. They suggest that learners can be able to increase self-confidence in whatever they do and eventually reach a point of satisfaction. The evidence used in this piece to determine the impacts of medium simulation learning has been derived from quasi-experimental research from 61 participants. Therefore, the conveyed data is of good quality and can be used in this context to identify the best learning strategy. The article also supports the use of simulation learning, as presented by other materials. The use of questionnaires in collecting information ensured the accuracy and integrity of data. The authors suggest that the style can effectively be used with novice nursing learners.

Najjar, R. H., Lyman, B., & Miehl, N. (2015). Nursing students' experiences with high-fidelity simulation. International Journal of Nursing Education Scholarship, 12(1), 27-35.

The authors in this article evaluate the effectiveness of the simulation style of learning on student's development of clinical judgment, knowledge, self-efficacy, and proficiency in some of the skills such as technical elements. The article is relevant to the study because it emphasizes and critically explores the student's experience when using high-fidelity simulation to achieve academic objectives. According to the article, nurse students can develop confidence, become well equipped to handle different cases, and gives them the ability to learn effectively. It also enhances peer-peer interactions, which in-turn improves critical thinking and reflection. The authors utilized group interviews to increase data accuracy and integrity. Besides, data was analyzed through transcribed verbatim to enhance the quality of understanding and outcomes of the research data. It is, therefore, important to consider the article useful because of its credibility in data collection analyses and inform the effectiveness of simulation. The article takes a similar stand with previous articles that support the simulation style of learning.

Njie-Carr, V. P., Ludeman, E., Lee, M. C., Dordunoo, D., Trocky, N. M., & Jenkins, L. S. (2017). An integrative review of flipped classroom teaching models in nursing education. Journal of Professional Nursing, 33(2), 133-144.

The authors identify the impacts of a flipped classroom; the use of technology has helped to enhance teaching and learning operations in nurse education. The article, therefore, is useful because it provides convincing evidence on the application of flipped classroom and technology in learning. Through the article, an educator would be in a good position to identify the right strategy to develop to impact learning by using technology. The data provided by the authors are precise and accurate; they gathered information from different academic databases, including CINAHL, Embase, and PubMed. The evidence from the sources used critically informs about the implementation of flipped classrooms in nursing education. As a result, the quality of the information is credible, and it very useful based on the topic. The nurse educator can use the data provided in the article to further decide on which learning strategy can best suit the requirements or incorporate some of the features in the nurse education context to improve learning and ease the process of teaching.

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