Active Learning and Critical Thinking
Cognitive constructivism is a learning theory about how people learn. This theory states that people construct their own perceptions and comprehensions through experience and reflecting on experiences. Active learning is a process that provides these cognitive constructive learning experiences where students are involved in activities such as discussion, reflection, or problem solving that promote assessment, synthesis, and evaluation of class subject matter (Center for Learning and Research. 2014). Active learning is having students involved in teaching strategies that make them think and reflect on concepts and how they are using those concepts to construct new knowledge. Students must gauge their understanding of concepts in nursing and create knowledge or decide what they need to seek answers for when knowledge is lacking (Center for Learning and Research. 2014). In nursing education, active learning supports the student nurse in developing critical thinking and clinical reasoning skills by helping them learn how to think like a nurse (Billings & Halstead, 2012).
Critical thinking is a skill that is a component of clinical reasoning and considered a core competency in nursing that enables the nurse to look at the big picture, consider internal and external contextual factors surrounding the patient, and make informed decisions and sound clinical judgments (Billings & Halstead, 2012). Paul & Elder (2008) define critical thinking as the ability to be “self-directed, self-disciplined, self-monitored, and self-corrective in thinking” (Paul, R. and Elder L., 2008). Critical thinking involves efficient communication, problem solving skills and an obligation to squelch our biases and prejudices when faced with clinical judgement situations. Critical thinking supports a spirit of inquiry to find the best possible evidence for decision making for the most optimum outcomes. (Paul, R. and Elder L., 2008).
An excellent example of teaching and learning strategies that exemplify active learning to strengthen critical thinking was described by Wiles, Rose, Curry-Lourenco, & Swift (2015). They employed active learning strategies in a bundled approach and in sequence including self-directed computer based modules, simulation, and debriefing following simulation to teach nursing students about infection prevention. Self-directed computer based modules allow the student to go at their own pace and include self –checks so that there is a way for students to gauge mastery (Billings & Halstead, 2012). In this case the modules were interactive allowing students to choose proper sequence for handwashing and gave immediate feedback to the student. Private and immediate feedback are important so that if the student lacked the necessary knowledge he or she could repeat the modules in a safe environment Following the modules, students move on to simulation to demonstrate what they have learned in a safe controlled environment to demonstrate hand hygiene, sterile technique and personal protective equipment (Wiles, 2015). From what the authors describe, Glo-germ technology was employed which is a safe way for students to visualize when technique was compromised when demonstrating skills with the use of a black light for evaluation. Debriefing follows simulation which is dialogue and reflection to guide students regarding how they could have done things differently which promotes critical analysis and ties clinical and theory together (Billings & Halstead, 2012).
These active strategies used together innovatively improved desired outcomes by including the auditory, visual and kinesthetic domains of learning to reach all learning styles. The active learning strategies also supported the acquisition of knowledge, skills and attitudes required by student nurses to support the ultimate goal of thinking like a nurse.
References
Billings, D., & Halstead, J. (2012) Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Saunders/Elsevier.
Glo Germ retrieved 8/8/2015 from http://www.glogerm.com/
Paul, R. and Elder L. (2008). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking Press. Retrieved 8/7/2015 fromhttp://www.criticalthinking.org
Center for Learning and Research (2014). Retrieved 8/7/15 from
http://www.crlt.umich.edu/tstrategies/tsal
Wiles, L. L., Rose, D., Curry-Lourenco, K., & Swift, D. (2015). Bringing learning to light: innovative instructional strategies for teaching infection control to nursing students. Nursing Education Perspectives, 36(3), 190-191.
Critical thinking is a skill that is a component of clinical reasoning and considered a core competency in nursing that enables the nurse to look at the big picture, consider internal and external contextual factors surrounding the patient, and make informed decisions and sound clinical judgments (Billings & Halstead, 2012). Paul & Elder (2008) define critical thinking as the ability to be “self-directed, self-disciplined, self-monitored, and self-corrective in thinking” (Paul, R. and Elder L., 2008). Critical thinking involves efficient communication, problem solving skills and an obligation to squelch our biases and prejudices when faced with clinical judgement situations. Critical thinking supports a spirit of inquiry to find the best possible evidence for decision making for the most optimum outcomes. (Paul, R. and Elder L., 2008).
An excellent example of teaching and learning strategies that exemplify active learning to strengthen critical thinking was described by Wiles, Rose, Curry-Lourenco, & Swift (2015). They employed active learning strategies in a bundled approach and in sequence including self-directed computer based modules, simulation, and debriefing following simulation to teach nursing students about infection prevention. Self-directed computer based modules allow the student to go at their own pace and include self –checks so that there is a way for students to gauge mastery (Billings & Halstead, 2012). In this case the modules were interactive allowing students to choose proper sequence for handwashing and gave immediate feedback to the student. Private and immediate feedback are important so that if the student lacked the necessary knowledge he or she could repeat the modules in a safe environment Following the modules, students move on to simulation to demonstrate what they have learned in a safe controlled environment to demonstrate hand hygiene, sterile technique and personal protective equipment (Wiles, 2015). From what the authors describe, Glo-germ technology was employed which is a safe way for students to visualize when technique was compromised when demonstrating skills with the use of a black light for evaluation. Debriefing follows simulation which is dialogue and reflection to guide students regarding how they could have done things differently which promotes critical analysis and ties clinical and theory together (Billings & Halstead, 2012).
These active strategies used together innovatively improved desired outcomes by including the auditory, visual and kinesthetic domains of learning to reach all learning styles. The active learning strategies also supported the acquisition of knowledge, skills and attitudes required by student nurses to support the ultimate goal of thinking like a nurse.
References
Billings, D., & Halstead, J. (2012) Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Saunders/Elsevier.
Glo Germ retrieved 8/8/2015 from http://www.glogerm.com/
Paul, R. and Elder L. (2008). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking Press. Retrieved 8/7/2015 fromhttp://www.criticalthinking.org
Center for Learning and Research (2014). Retrieved 8/7/15 from
http://www.crlt.umich.edu/tstrategies/tsal
Wiles, L. L., Rose, D., Curry-Lourenco, K., & Swift, D. (2015). Bringing learning to light: innovative instructional strategies for teaching infection control to nursing students. Nursing Education Perspectives, 36(3), 190-191.