The program can be considered efficient if its graduates display high competency levels, preparedness, and adaptability for dynamic and unpredictable clinical practice. According to the research conducted by Grand Canyon University employees, students’ persistence, engagement, knowledge retention, and critical thinking contribute the most to the desired outcomes (Basko & McCabe, 2018). In this context, the teaching approach becomes vital as it can influence all four mentioned issues. For example, traditional teaching approaches, such as lecturing, can provide an efficient way to share large amounts of information in a short time (Namadi et al., 2019). However, they lack student engagement, which renders them passive and deprives them of the chance to test their analytical abilities, decision-making, and problem-solving.
Active Teaching Approach
Thus, to align program outcomes with the pedagogic strategy, there is a need for an innovative, practice-oriented approach to teaching – an active teaching-learning approach. According to Harrison (2018), it consolidates knowledge by focusing on practical assignments, such as case studies, simulations, concept maps, and problem-based learning. An active teaching strategy allows students to directly connect the theory with experience (Harrison, 2018). For instance, a teacher can create a case study regarding oxygenation while teaching students the pneumonia concept. Another teacher can later reinforce this general concept and its particular element, providing students with a simulation of a respiratory failure diagnosis. As a result, students will be engaged, retain more knowledge, and persist through the entire program while developing critical thinking at the same time.
Basko, L., & McCabe, C. (2018). Keeping your sanity while keeping your students: How teacher engagement can increase student persistence when teaching students during their first college course. Journal of Instructional Research, 7, 119-123. Web.
Harrison, C. V. (2018). Predicting success for associate degree nursing students in a concept-based curriculum. Teaching and Learning in Nursing, 13(3), 135-140. Web.
Namadi, F., Hemmati-Maslakpak, M., Moradi, Y., & Ghasemzadeh, N. (2019). The effects of nursing ethics education through case-based learning on moral reasoning among nursing students. Nursing and Midwifery Studies, 8(2), 85. Web.