Educator Discourse 1
In recent years critical thinking and active learning have come to the forefront of nursing education. Critical thinking is a skill that is highly desired in nursing students entering the workforce, but is often lacking (Mann, 2012). More attention has been on mastering the material and passing exams than on students developing clinical judgment skills (Mann, 2012). Employers desire to see new nurses displaying critical thinking skills such as cognitive skills, openness to new ideas and innovation, inquisitive, seekers of the truth, research minded, discerning in decision making, and self-directed (Billings & Halstead, 2012; Mann, 2012). A critical thinker does not focus on just tasks, but looks at the patient as a whole and delves deeper than just what presents on the surface. In order for educators to prepare students to be critical thinkers, a step away from traditional teaching philosophies needs to be taken. Active learning is a learner-centered teaching technique that requires the student to engage with the material by participating in small group work, case studies, simulations, role playing, peer discussion, games, concept mapping, reflection journaling, writing, and team-based learning (Billings & Halstead, 2012; Waltz, Jenkins, & Han, 2014). By supporting students in active learning educators can construct a learning environment that creates potential for critical thinking skills to be developed.
As educators create active learning environments within their classrooms students must connect with the faculty and have a sense of freedom in exploration of content in a risk-free environment in order for active learning and critical thinking to occur (Billings & Halstead, 2012). Active learning techniques allow for open dialogue between students and faculty (Billings & Halstead, 2012). This creates an environment where students can explore material and make judgment without consequence. As educators initiate active learning teaching techniques such as case studies, group work, and peer discussions students are forced to think outside of the box and develop critical thinking skills (Billings & Halstead, 2012).
Constructivism is a learning theory that exemplifies active learning. Constructivism states that students learn through experience and by reflection (Educational Broadcasting Corporation, 2004). Students take what they have experienced, reflect upon that, and then generate new knowledge (Billings & Halstead, 2012). Reflection, discussion, self-examination, and experimentation are just some of the methods utilized in constructivism (Billings & Halstead, 2012; Educational Broadcasting Corporation, 2004). By engaging constructivist teaching methods, educators will engage students in active learning by building upon previous knowledge to create a new knowledge base.
Teaching strategies engage students in their learning. In order to actively engage students in their learning, strategies must be employed democratically. Two teaching strategies to consider initiating in a constructivist classroom are collaborative learning/group assignments and dialogue/discussion (Billings & Halstead, 2012). By having the students participate in discussion, both face-to-face and in an online forum, they will be reflecting on their own experiences and learning from the experiences of their fellow students (Billings & Halstead, 2012). Their thought process will change and develop as learning progresses and critical thinking will be promoted. As students collaborate in group work, this allows learners to become accountable to a corporation, understand group process, and efficiently accomplish learning assignments (Billings & Halstead, 2012). Group work promotes active learning and critical thinking by encouraging students to think outside the box and learn from fellow students’ experiences.
As educators create active learning environments within their classrooms students must connect with the faculty and have a sense of freedom in exploration of content in a risk-free environment in order for active learning and critical thinking to occur (Billings & Halstead, 2012). Active learning techniques allow for open dialogue between students and faculty (Billings & Halstead, 2012). This creates an environment where students can explore material and make judgment without consequence. As educators initiate active learning teaching techniques such as case studies, group work, and peer discussions students are forced to think outside of the box and develop critical thinking skills (Billings & Halstead, 2012).
Constructivism is a learning theory that exemplifies active learning. Constructivism states that students learn through experience and by reflection (Educational Broadcasting Corporation, 2004). Students take what they have experienced, reflect upon that, and then generate new knowledge (Billings & Halstead, 2012). Reflection, discussion, self-examination, and experimentation are just some of the methods utilized in constructivism (Billings & Halstead, 2012; Educational Broadcasting Corporation, 2004). By engaging constructivist teaching methods, educators will engage students in active learning by building upon previous knowledge to create a new knowledge base.
Teaching strategies engage students in their learning. In order to actively engage students in their learning, strategies must be employed democratically. Two teaching strategies to consider initiating in a constructivist classroom are collaborative learning/group assignments and dialogue/discussion (Billings & Halstead, 2012). By having the students participate in discussion, both face-to-face and in an online forum, they will be reflecting on their own experiences and learning from the experiences of their fellow students (Billings & Halstead, 2012). Their thought process will change and develop as learning progresses and critical thinking will be promoted. As students collaborate in group work, this allows learners to become accountable to a corporation, understand group process, and efficiently accomplish learning assignments (Billings & Halstead, 2012). Group work promotes active learning and critical thinking by encouraging students to think outside the box and learn from fellow students’ experiences.