"Please reflect on the significance of developing learner objectives that will support the student learner in the acquisition of deep learning; learning that is meaningful in the real world of nursing practice"
Deep Learning
Becoming a nurse is so much more than memorizing and regurgitating facts for tests although a certain baseline of factual knowledge must be attained as a first step toward grasping concepts in nursing. Nursing is an applied science and an art where clinical thinking, critical reasoning, and sound clinical judgment require continuous deep learning. Deep learning in nursing is when the concepts of nursing become understood to a point where a student not only begins to think like a nurse, but places value on how to continue to grow and learn throughout a nursing career. Nursing students and nurses need to possess an intrinsic spirit of inquiry (Wittmann-Price, R. & Godshall, M., 2009). Nurse educators can be an influence to foster the spirit of inquiry in individuals by providing learning experiences that are learner centered and support the learner in their own learning.
Think about the time when you learned how to ride a bicycle. You haven’t forgotten this because although someone may have been running along beside you or you had training wheels at first- it is you that developed the skill on your own. Metaphorically, the nurse educator is the training wheels on the side of the rear wheels supporting the students toward their goals while the students are actively engaged.
Planning classroom activities that teach students how to learn start with writing learner-centered student outcomes. Once outcomes are established following with active learning experiences including assignments given before class to whet their whistle for what is to come, followed by class activities that increase interaction, communication and collaboration among students and make the learning experience more meaningful and memorable than rote memorization (Wittmann-Price & Godshall. 2009). Students will reflect on active learning experiences long after they have left your classroom and throughout their careers. Giving the students something to reflect upon is a gift that will last a lifetime.
Reference
Wittmann-Price, R. A., & Godshall, M. (2009). Strategies to promote deep learning in clinical nursing courses. Nurse Educator, 34(5), 214-216. doi:10.1097/NNE.0b013e3181b2b576
Becoming a nurse is so much more than memorizing and regurgitating facts for tests although a certain baseline of factual knowledge must be attained as a first step toward grasping concepts in nursing. Nursing is an applied science and an art where clinical thinking, critical reasoning, and sound clinical judgment require continuous deep learning. Deep learning in nursing is when the concepts of nursing become understood to a point where a student not only begins to think like a nurse, but places value on how to continue to grow and learn throughout a nursing career. Nursing students and nurses need to possess an intrinsic spirit of inquiry (Wittmann-Price, R. & Godshall, M., 2009). Nurse educators can be an influence to foster the spirit of inquiry in individuals by providing learning experiences that are learner centered and support the learner in their own learning.
Think about the time when you learned how to ride a bicycle. You haven’t forgotten this because although someone may have been running along beside you or you had training wheels at first- it is you that developed the skill on your own. Metaphorically, the nurse educator is the training wheels on the side of the rear wheels supporting the students toward their goals while the students are actively engaged.
Planning classroom activities that teach students how to learn start with writing learner-centered student outcomes. Once outcomes are established following with active learning experiences including assignments given before class to whet their whistle for what is to come, followed by class activities that increase interaction, communication and collaboration among students and make the learning experience more meaningful and memorable than rote memorization (Wittmann-Price & Godshall. 2009). Students will reflect on active learning experiences long after they have left your classroom and throughout their careers. Giving the students something to reflect upon is a gift that will last a lifetime.
Reference
Wittmann-Price, R. A., & Godshall, M. (2009). Strategies to promote deep learning in clinical nursing courses. Nurse Educator, 34(5), 214-216. doi:10.1097/NNE.0b013e3181b2b576