The complexity of the health care environment and the push for decisions to be evidence-based is spurring the development of dynamic learning experiences in nursing programs (Vetter & Latimer, 2017). Learning is an ongoing process that changes beliefs and behaviors (Ambrose, Bridges, Love, DiPietro & Noman, 2010). Research indicates that only about 5% of a lecture is retained by the student the following day (Shore, 2012). Including visuals and student interaction increased retention to nearly 50%. To promote even higher levels of learning, students must be fully engaged in the content.
During the past decade, advances in neuroscience and learning indicated that brain-based teaching and learning strategies engage students to critically reflect on existing assumptions and results in a deeper understanding of the content. Student engagement is considered by many educators to be an important aspect of teaching and learning as it influences students’ retention, learning, achievement test scores and graduation (Appleton, Christenson & Furlong, 2008). Yet, few higher education programs have adopted brain-based teaching and learning principles and many university instructors continue to use non-engaging traditional teaching formats (Freeman & Walsh, 2013, Lavis et al., 2016).
This presentation provides an overview of brain-based teaching and learning (BBL) strategies and shares findings from a quality improvement initiative examining the impact of BBL strategies on student engagement and perception of learning among undergraduate accelerated nursing students enrolled in five sections of an evidence-based practice course during the summer and fall 2018 sessions. Specific BBL strategies integrated into an evidence-based practice course will be highlighted to demonstrate BBL principles.
Using the plan-do-study-act (PDSA) tool, a small-scale improvement effort was tested as part of an 11-week summer undergraduate nursing course (n=68). Low fidelity learning strategies based on BBL principles were incorporated into the EBP courses. At mid-semester, the faculty gathered qualitative data to evaluate the students’ perception of the new learning activities. A summative evaluation was conducted by the University to assess student learning, instructor responsiveness, and method. Findings were analyzed and low fidelity learning activities were revised and tested as part of a 14-week undergraduate EBP course (n=35). Again, at mid-semester faculty gathered qualitative data to evaluate the students’ perception of the new learning activities. A summative evaluation was conducted by the University to assess student learning, instructor responsiveness, and method. Results of this quality improvement initiative found that students reported high levels of engagement, increased satisfaction and noted the low-fidelity activities based on BBL principles were most helpful in learning.
The findings from this quality improvement initiative show strong alignment with studies of BBL strategies in higher education. Incorporating BBL strategies keeps the content stimulating and engages students. Future research should examine the impact of BBL strategies on the engagement, perception of learning, and knowledge acquisition among a larger more diverse group of students including traditional, graduate and RN to BSN students.