Developing Formative Strategies to Support Undergraduate Nursing Student's Learning in the Lab

Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. Formative learning strategies were integrate...

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Bibliographic Details
Published in:The Journal of nursing education 2024-08, Vol.63 (8), p.560-563
Main Authors: Harvey, Giuliana, MacLean, Heather, El Hussein, Mohamed, Zettel, Stephanie, Benacchio, Daniella
Format: Article
Language:English
Subjects:
Anxiety
Canada
Clinical medicine
Curricula
Curriculum
Decision making
Decision Making Skills
Education, Nursing, Baccalaureate - methods
Evaluation
Evaluative Thinking
Feedback
Guidelines
Humans
Learner Engagement
Learning
Learning Strategies
Librarians
Library Personnel
Literature Reviews
Medical Evaluation
Nursing education
Nursing Education Research
Nursing skills
Nursing Students
Opportunities
Patient safety
Psychomotor Skills
Reflective practice
Reflective Teaching
Remedial Instruction
Repetition
Self Evaluation (Individuals)
Students
Students, Nursing - psychology
Teaching
Teaching Methods
Test Anxiety
Thinking Skills
Undergraduate Students
Working groups
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Summary:Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum. Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills. Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. .
ISSN:0148-4834
1938-2421
1938-2421
DOI:10.3928/01484834-20240122-02