Shaulene Stanley DNP, MScN (Ed), RN, CNEcl

The following content highlights six effective, evidence-based teaching strategies designed to enhance student engagement, critical thinking, and clinical judgment in nursing education.

• Active Learning – Encourages participation through case-based discussions, peer teaching, and simulation activities, boosting engagement, retention, and use of critical thinking skills. Additional strategies include concept mapping and role playing (Torralba & Doo, 2020).
•  Simulation-Based Learning – This allows students to practice clinical skills in a controlled and safe environment. Uses high-fidelity manikins, VR simulations, and standardized patients to improve clinical judgment, confidence, and enhance practice-ready skills (Mishra et al., 2023).
•  Flipped Classroom – Moves lectures online, freeing class time for collaborative problem-solving and hands-on learning. This improves students’ engagement and problem-solving skills (Park & Suh, 2021).
• Case-Based Learning – This is a student-centered approach that empowers students to develop critical thinking skills by analyzing real-life clinical cases in group discussions and presentations. This is especially helpful in helping students to link theory to practice (Yao et al., 2023).
• Just-in-Time Teaching (JiTT) – Delivers content precisely when needed, enhancing retention and clinical relevance. Pre-class quizzes, immediate feedback during simulation or clinical practice, and Q&A sessions in the clinical setting are useful in facilitating JiTT (Wong et al., 2022).
• Technology-Enhanced Learning (TEL) – Leverages digital tools, mobile apps, and virtual environments for flexible, accessible education. This supports diverse learning styles and accommodates preferences that enhance student engagement (Gauge et al., 2022).

References

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1), e1–e9. https://doi.org/10.4102/curationis.v45i1.2261

Mishra, R., Hemlata, & Trivedi, D. (2023). Simulation-based learning in nursing curriculum- time to prepare quality nurses: A systematic review and meta-analysis. Heliyon, 9(5), e16014. https://doi.org/10.1016/j.heliyon.2023.e16014

Park, I., & Suh, Y. (2021). Meta-Analysis of flipped learning effects in nursing education. International Journal of Environmental Research and Public Health, 18(23), 12814. https://doi.org/10.3390/ijerph182312814

Torralba, K. D., & Doo, L. (2020). Active learning strategies to improve progression from knowledge to action. Rheumatic Diseases Clinics of North America, 46(1), 1–19. https://doi.org/10.1016/j.rdc.2019.09.001

Yao, J., Fu, R., Zhu, M., Jia, L., Dong, X., Shi, Y., Zhang, X., & Yuan, H. (2023). Case-based learning interventions for undergraduate nursing students in a theoretical course: A review of design, implementation, and outcomes. Journal of Professional Nursing, 46, 119–133. https://doi.org/10.1016/j.profnurs.2023.03.007

Wong, L., Qureshi, K., Glauberman, G., Bray, M., Davis, K. F., & Reichhardt, L. (2022). Rapid response: The development of Just-in-Time education for nursing clinicians and students. Hawai’i Journal of Health & Social Welfare, 81(1), 21–24. https://pubmed.ncbi.nlm.nih.gov/35028591/