Teaching Strategies to Promote Student Engagement and Active Learning In Nursing Education

Strategies to Foster Student Engagement and Active Learning

Student Engagement and Active Learning Embracing pedagogical methods that stimulate student engagement and active learning is a cornerstone of effective teaching. Extensive research underscores that learners immersed in active learning experiences are more likely to achieve educational objectives (National Survey of Student Engagement [NSSE], 2013) and apply theoretical knowledge in practical contexts (Blau & Snell, 2013).

Nonetheless, an examination of nursing students within the NSSE framework revealed that these undergraduates often perceive themselves as less involved in student-centric and interactive learning methodologies compared to peers in other disciplines (Popkess & McDaniel, 2011).

This presents a significant challenge for nursing educators striving to design learning experiences that captivate students’ interest and promote active engagement. This chapter delineates the advantages of student engagement and provides a compendium of specific pedagogical strategies to enhance active learning, applicable across various tiers of nursing education and diverse learning environments.

Theoretical Foundations of Student Engagement in Nursing Education

The concept of student engagement is deeply rooted in Astin’s theory of student involvement (1999). Over time, “engagement” and “involvement” have become interchangeable in educational discourse. The crux of this theory is that students who are deeply involved are more likely to experience academic and personal growth. Astin’s framework comprises five fundamental tenets:

Engagement and involvement signify the allocation of both physical and psychological energy toward learning endeavors.
These concepts exist along a spectrum, with varying degrees of involvement at different stages.
Engagement and involvement encompass both quantitative measures (e.g., hours spent studying) and qualitative assessments (e.g., understanding of material).
The extent of student learning is directly correlated with the quality and extent of their engagement.
The efficacy of education is intimately connected to enhancing student engagement throughout the learning process.

Student engagement aligns with Chickering and Gamson’s (1987) seven principles of effective undergraduate education. According to these principles, facilitating student learning through these approaches increases the likelihood of meeting learning outcomes:

Foster interaction between students and faculty.
Cultivate reciprocity and collaboration among students.
Promote active learning.
Provide timely feedback.
Emphasize diligence and time management.
Set high expectations.
Honor diverse talents and learning styles.

Engagement activities vary, but they generally lead to enhanced learning outcomes through active participation. For instance, students who frequently interact with faculty report higher satisfaction and better learning outcomes (Hill, 2014; Lundberg, 2014). Engagement in academic support systems also aids students in managing academic stress (Bruce, Omne-Ponten, & Gustavsson, 2010).

Student engagement is quantifiable through direct observation and various metrics, such as study hours, course competency achievements, and satisfaction surveys (National Survey of Student Engagement, 2013). This theory’s application to nursing education shifts focus from subject matter and teaching techniques to student motivation and behavior, reflecting its relevance to nursing practice.

Transformational teaching reflects contemporary learning psychology, wherein students are expected to actively participate in their learning journey, with educators facilitating this process through diverse teaching methods (Benner, Stuphen, Leonard, & Day, 2010; Slavich & Zimbardo, 2012).

Evidence Supporting Student Engagement in Nursing Education

The impact of engagement on higher education learning outcomes has been substantiated through the NSSE (2013). Over 14 years, surveys conducted at 1,500 colleges and universities across the United States and Canada have gauged student involvement in programs and activities, estimating how students allocate their time and the benefits gained from their college experience.

NSSE’s annual reports (2013) categorized engagement into five quality indicators:

Academic Challenge: The link between rigorous coursework and students’ critical thinking skills.
Collaborative Learning: The benefits of working with peers to enhance comprehension and support.
Faculty Interactions: The influence of effective teaching practices on cognitive growth and retention, including clear course delivery and prompt feedback.
Campus Environment: The impact of interactions with various campus personnel on learning outcomes.
High-Impact Practices: Activities like learning communities, service-learning, and research, which boost knowledge, skills, and personal development, leading to greater educational satisfaction.

Further, a large-scale study of 438,756 community college students (Community College Survey of Student Engagement [CCSSE], 2014) established several benchmarks illustrating the relationship between engagement and learning outcomes:

Active and Collaborative Learning: The role of participation and interaction in class and beyond.
Student Effort: The correlation between time spent on learning and application of knowledge.
Academic Challenge: The association between intellectual rigor and positive academic outcomes.
Student–Faculty Interaction: The effect of communication on learning and persistence.
Support for Learners: The importance of valuing student success and fostering positive relationships.

Research highlights four perspectives for organizing teaching strategies (Zepke & Leach, 2010):

Engaged students are intrinsically motivated and strive to achieve learning goals autonomously or collaboratively.
Engagement flourishes in creative, active, and collaborative environments.
Institutions provide supportive learning conditions with welcoming cultures and diverse services.
Collaborative development of social and cultural learning fosters active citizenship.

These evidence-based perspectives offer valuable insights for designing and implementing effective teaching strategies to enhance student engagement and active learning in nursing education.

Adopting Teaching Strategies for Student Engagement in Nursing Education

Faculty members are influenced by various factors when selecting teaching strategies for active learning (Phillips & Vinten, 2010). According to Everett Rogers’ (2003) diffusion of innovations theory, educators are more likely to adopt methods that align with their pedagogical needs, values, and experiences; can be trialed before full implementation; and meet student learning needs more effectively than existing strategies.

This evidence-based research illuminates key variables influencing the adoption of teaching strategies and should be considered when implementing them for enhanced student engagement and active learning.