Faculty as Learners: Neuroscience in Action

• Published in: The Journal of nursing education 2023-05, Vol.62 (5), p.291-297
• Main Authors: Patterson, Barbara J, Forneris, Susan
• Format: Article
• Language: English
• Subjects: Brain research; Cognition & reasoning; Curricula; Design; Education, Nursing; Ethnicity; Evaluation; Faculty; Faculty Development; Faculty, Nursing - psychology; Focus Groups; Humans; Individualized Instruction; Learning; Learning Strategies; Learning Theories; Medical colleges; Medical teaching personnel; Memory; Neurosciences; Nursing education; Nursing schools; Outcomes of Education; Standardized Tests; Teachers; Teaching; Teaching methods; Thinking Skills; Training
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20230306-02

Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. For this descriptive study, nurse faculty ( = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator's teaching practice. Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time. The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education. .