The nursing profession requires the acquisition of extensive knowledge in terms of the used practices for educating young specialists. However, their successful adoption is complicated by the possibility of barriers to student-faculty interactions in the absence of ways of their elimination. These obstacles can be efficiently addressed through the support of active learning, and its examination is essential for the improved outcomes for the students.
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Master’s prepared educators can benefit from the use of specific methods to perform the specified task. They are related to the development of essential components, such as support, caring, diversity, and incivility, and their incorporation into the studying process (Ingraham et al., 2018). In other words, following the guidelines based on these notions is critical for all participants. The barriers to student-faculty interactions presented by the lack of respect and cooperation can also be eliminated when implementing this solution.
In turn, active learning is another advantageous approach to increasing the efficiency of the acquisition of skills and information by nursing students. According to van Alten et al. (2019), its variations, such as flipping the classroom, allow teachers to achieve better results over the same period. Therefore, active learning’s principal benefits include improved outcomes and the lack of necessity to realign the practices. Meanwhile, this method implies particular drawbacks: the absence of effect on student motivation and the neglect of learning preferences (van Alten et al., 2019; Vetter & Latimer, 2017). It means that it should also be approached with caution.
In conclusion, the establishment of a favorable studying environment depends on the effectiveness of the elimination of the discussed barriers. This initiative is complemented by selecting an appropriate active learning method for improving the results of students’ activities. In this case, the assessment of benefits and drawbacks presented above should be complemented by evaluating the actual needs of the future nursing personnel in terms of education.
Ingraham, K. C., Davidson, S. J., & Yonge, O. (2018). Student-faculty relationships and its impact on academic outcomes. Nurse Education Today, 71, 17-21. Web.
van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28. Web.
Vetter, M. J., & Latimer, B. (2017). Tactics for teaching evidence‐based practice: Enhancing active learning strategies with a large class of graduate EBP research in nursing students. Worldviews on Evidence‐Based Nursing, 14(5), 419-421. Web.