Whereas passive learning suggests that learners are internalizing ideas and information via memorization, active learning facilitates the learner’s ability to actively process and make sense of the incoming information (Billings & Halsted, 2016). To compare and contrast active and passive learning, active learning encourages the use of interactive in-class activities which engages the learners, promotes participation and collaboration and challenges the learner’s intellectual growth. Passive learning focuses more on ‘traditional’ learning strategies such as instructor led lectures with exams that require students to regurgitate what has been verbalized to them during the lecture. Active learning allows the instructor to facilitate learning by allowing the students to demonstrate processes, analyze arguments, or apply concepts to real-world situations (Stanford.edu, n.d.).
Active learning benefits the learner by increasing attentiveness and retention of information, promoting a greater interest and desire to learn using a variety of strategies, facilitate a deeper understanding of course material, enhances teamwork and collaboration, and improves problem solving and critical thinking skills (Billings & Halstead, 2016). Critical thinking promotes skillful reasoning and requires the learner to conceptualize, apply, analyze, synthesize and/or evaluate information to explain how an idea guides belief or action (Iwasiw & Goldenberg, 2015)
One method of a teaching/learning strategies that represent active learning and leads to the development or strengthening of critical thinking, clinical judgment and clinical reasoning skills is the use of critical thinking exercises (CTE). Herman (2016) mentions that using CTE’s methods for pre-class assignments, such as required readings, encourages the students to familiarize themselves and learn something about a given topic prior to the beginning of class. When using CTE’s early in class, this initiates the thinking process and encourages participation. By incorporating CTE’s at the end of a class, the instructor can use this method to evaluate student learning and provide closer for the days lesson (Herman, 2016).
One example of CTE is continuing case studies. Continuing case studies are reflective of the cognitive domain of learning and constructivist theory and promotes active learning. By utilizing this approach and expanding on the same case study throughout the duration of the class, this will allow the students to develop a holistic view by applying new knowledge to existing knowledge in order to unfold and make sense of a patient scenario as it applies to patient care and nursing practice (Herrman, 2016). When discussing a single, complex condition via case study, the student is afforded the opportunity explore diagnoses, assessment, treatment, client response and nursing implications (Herrman, 2016). This allows for students to develop clinical reasoning and critical thinking skills as well as clinical judgment by promoting creative and reflective thinking and application of new and existing knowledge.
Role playing is another example that allows for active learning and the development of critical thinking, clinical reasoning, and clinical judgment. Role playing can be scripted, spontaneous or semi-structured and allows for interactions that can be observed by others in a non-threatening environment. During role play, students are able to reflect on observations by analyzing and interpreting the progression of the scenario and the outcomes. This method provides the student with the opportunity to actively participate in their learning and allows the opportunity to apply creative thinking and clinical judgment to real-life situations or scenarios that students may see in practice. Role playing is advantageous to students as it allows for the development of observational skills, decision-making skills, and also increases comprehension of complex human behaviors (Billings & Halstead, 2016). This method is also beneficial as facilitators are able to provide immediate, real-time feedback during role play scenarios in order to promote the development of problem-solving skills.
Active learning benefits the learner by increasing attentiveness and retention of information, promoting a greater interest and desire to learn using a variety of strategies, facilitate a deeper understanding of course material, enhances teamwork and collaboration, and improves problem solving and critical thinking skills (Billings & Halstead, 2016). Critical thinking promotes skillful reasoning and requires the learner to conceptualize, apply, analyze, synthesize and/or evaluate information to explain how an idea guides belief or action (Iwasiw & Goldenberg, 2015)
One method of a teaching/learning strategies that represent active learning and leads to the development or strengthening of critical thinking, clinical judgment and clinical reasoning skills is the use of critical thinking exercises (CTE). Herman (2016) mentions that using CTE’s methods for pre-class assignments, such as required readings, encourages the students to familiarize themselves and learn something about a given topic prior to the beginning of class. When using CTE’s early in class, this initiates the thinking process and encourages participation. By incorporating CTE’s at the end of a class, the instructor can use this method to evaluate student learning and provide closer for the days lesson (Herman, 2016).
One example of CTE is continuing case studies. Continuing case studies are reflective of the cognitive domain of learning and constructivist theory and promotes active learning. By utilizing this approach and expanding on the same case study throughout the duration of the class, this will allow the students to develop a holistic view by applying new knowledge to existing knowledge in order to unfold and make sense of a patient scenario as it applies to patient care and nursing practice (Herrman, 2016). When discussing a single, complex condition via case study, the student is afforded the opportunity explore diagnoses, assessment, treatment, client response and nursing implications (Herrman, 2016). This allows for students to develop clinical reasoning and critical thinking skills as well as clinical judgment by promoting creative and reflective thinking and application of new and existing knowledge.
Role playing is another example that allows for active learning and the development of critical thinking, clinical reasoning, and clinical judgment. Role playing can be scripted, spontaneous or semi-structured and allows for interactions that can be observed by others in a non-threatening environment. During role play, students are able to reflect on observations by analyzing and interpreting the progression of the scenario and the outcomes. This method provides the student with the opportunity to actively participate in their learning and allows the opportunity to apply creative thinking and clinical judgment to real-life situations or scenarios that students may see in practice. Role playing is advantageous to students as it allows for the development of observational skills, decision-making skills, and also increases comprehension of complex human behaviors (Billings & Halstead, 2016). This method is also beneficial as facilitators are able to provide immediate, real-time feedback during role play scenarios in order to promote the development of problem-solving skills.
References
Billings, D.M., & Halstead, J.A. (2016) Teaching in nursing: a guide for faculty (5th ed.). St. Louis, MO: Elsevier Saunders.
Herrman, J. W. (2016). Creative teaching strategies for the nurse educator (2nd ed). Philadelphia, PA: F. A. Davis Company.
Promoting Active Learning. (n.d.). Retrieved on February 16, 2017, from Stanford University website https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning
Billings, D.M., & Halstead, J.A. (2016) Teaching in nursing: a guide for faculty (5th ed.). St. Louis, MO: Elsevier Saunders.
Herrman, J. W. (2016). Creative teaching strategies for the nurse educator (2nd ed). Philadelphia, PA: F. A. Davis Company.
Promoting Active Learning. (n.d.). Retrieved on February 16, 2017, from Stanford University website https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning