Hello again!

Welcome to the continuation of the series Pillars of Active Learning.

In last week’s introduction, we discussed the benefits of active learning. You can catch up here:

🔮Part 1: Re-imagining the lecture as the final frontier ​

Even with the research and conversation around active learning, it comes with challenges. I want to explore these and discuss some strategies for overcoming them.

🙋 Student Expectations - Navigating the Preference for Passive Methods

The most common resistance nurse educators encounter is the prevailing student expectation for passive learning methods. Students can come to your class with varied educational experiences, and if they are accustomed to traditional lecture-style classes, this type of learning is uncomfortable.

Getting student buy-in is not an easy task, but here are a few ideas to start working with:

• Communicate the benefits and expectations early - on the first day, take a few minutes to explain how active learning can enhance critical thinking, problem-solving, and clinical reasoning skills. I often use a real-life example, like sports practice or learning to cook. To become proficient in these skills, you must practice. And nursing is a practice profession.
• Do a warm-up - Just like exercise, doing a little stretching before can make a difference. Check out the activities in the Idea Bank (like the End of the Line). Start with an easy task and move to more challenging, involved activities.
• Start with low-stakes activities - Start with 10 minutes of group work without any points attached. Gradually introduce interactive activities like case studies, group projects, and in-class simulations.
• Give instructions on giving feedback - Active learning can be a change for some students, which is often reflected in their end-of-term evaluations. I started giving a short reminder when I handed out my course evaluations and saw an improvement in the negativity around my active learning classroom. I included instructions for providing professional feedback, the difference between feedback and complaints, and that this was a constructive, “building up” exercise for me to improve, not a “tear down.”

⏲️ Time Constraints - A Mindset Shift

With so much content to cover, it can feel impossible to review everything in the time we have in class with students. We often worry that if we don’t cover all the content ourselves, our students won’t learn it. But this is where a critical mindset shift can move us ahead. If we can let go of that expectation that we are transferring knowledge to our students and instead:

• provide foundational knowledge that students can build on
• teach them to be lifelong learners
• help them research and find information on their own
• practice with concepts that students can apply to multiple different scenarios

Another important shift involves giving ownership of the learning to the students and letting go of the responsibility of the learning-related tasks. We often do this for students with strict policies on attendance, assignment formats, and participation. Collectively, educators have done these for students for so long that most think these tasks are our responsibility (providing notes, study guides, or a complete and thorough list of learning activities that students can check off).

But nursing is a much more fluid and dynamic situation. Instead of focusing on obscure diseases, we can instead develop their learning-related skills.

🧗‍♀️ Managing the Emotional Risk

Implementing active learning strategies can be intimidating. The fear of failure, poor student evaluations, or activities not going as planned can hold us back.

But you don’t have to do it all at once. Don’t try to flip your entire classroom in one semester. It is essential to start small and gradually build confidence in active learning pedagogy. Begin by incorporating low-risk activities like case discussions, simple role-plays, or interactive quizzes such as Kahoot and Socrative. You will begin to see the positive impact on student engagement, and your confidence will grow, making it easier to take on more significant classroom changes.

Remember, learning is an iterative process, and even if some activities don’t work out perfectly, they provide valuable learning experiences for both you and your students.

🧪 Fostering a Culture of Experimentation

Being the only advocate for innovative teaching methods can feel isolating. However, the need for change in nursing education is undeniable. Despite passing the NCLEX, new nurses often lack essential clinical judgment skills. It is crucial to continue innovating, experimenting, and trying creative approaches to bridge this gap.

If you don't feel supported in your experimentation, you can seek community and inspiration with an online group of nurse educators. Engage in forums, join professional networks, and participate in webinars or conferences. The internet can be an invaluable resource to connect with like-minded educators, share ideas, and find encouragement.

🥘 What's cooking next?

While there is evidence of multiple benefits related to active learning, it is a challenging transition. There are real challenges: student expectations, time constraints, mindset mud, and risks of innovation. Next week, we will discuss the eight pillars of active learning, starting with using stories. These simple techniques and adjustments are easy to implement and apply to any content you teach.

📝 So, what do you think?

→ Are all the challenges included here, or do you see others in your teaching practice?

→ Have you had success in managing these challenges?

I would love to hear from you. Just hit reply to this email and let me know.

See you next week, Martha

113 Cherry Street #92768, Seattle, WA 98104-2205

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