Evidence Based Innovative Strategies For Nursing Students

Chapter 3 Knowledge Translation and Outcome Planning

As stated by Edwards (2008), quality improvement projects are meant to focus on "how are we doing?" and "How can we do it better?" (as cited in Reavy, 2016, p. 191). Although practical nursing students enrolled in the Dakota Nursing Program often prove to be successful, meeting defined outcomes in their first semester courses, a recent needs assessment for these classes has identified areas for improvement. Research indicates that replacing some of the more traditional teaching strategies with evidence based innovative strategies may offer students more experiential learning, leading to improved knowledge retention, increased critical thinking skills, and decrease attrition (McCurry & Martin,

The five assumptions of adult learners as identified by Knowles (1980, 1984) include: self concept, adult learner experience, readiness to learn, orientation to learning, and motivation to learn (Pappas, 2013). Additionally, adult learners have defined learning characteristics. According to Adams (n.d.), these characteristics usually lead to the need for adults to "focus more on the process and less on the content being taught" (para. 5). As all of the nursing students enrolled in the course are adult learners, nurse educators will need to ensure that they deliver content in a manner that is conducive for these students to learn. Refer to Figure 1 for a graphic of Knowles (1984) five

Adult Learner's are Self Directed (Blondy, 2007). This assumption indicates that adults want to be in a learning environment that is collaborative and welcoming, where they can provide meaningful input and be involved in making decisions that affect their education (Blondy, 2007). The recommendation for improved interactive learning assignments will address this assumption. When developing these assignments, the project leader will need to ensure that students are given an opportunity to impact their own learning by working with other students to meet course and program outcomes as well as to meet any personal goals. One example of an assignment might be for students to choose a medical condition, disease or disorder that is of interest to them. They will create a case study using this medical issue as the focus. Once created, the case study could be used for class discussion where other students can provide feedback and input as to the cares and interventions the created patient will require. An assignment such as this will provide students the opportunity to learn about a medical issue of their choice, will involve collaboration with other students, and will be presented in a learner centered