Developing Formative Strategies to Support Undergraduate Nursing Student's Learning in the Lab

• Published in: The Journal of nursing education Vol. 63; no. 8; pp. 1 - 563
• Main Authors: Harvey, Giuliana, MacLean, Heather, Hussein, Mohamed El, Zettel, Stephanie, Benacchio, Daniella
• Format: Journal Article
• Language: English
• Published: United States Slack, Inc 01.08.2024; SLACK INCORPORATED
• Subjects: Anxiety; Clinical medicine; Curricula; Decision making; Decision Making Skills; Evaluation; Evaluative Thinking; Feedback; Guidelines; Learner Engagement; Learning Strategies; Librarians; Library Personnel; Literature Reviews; Medical Evaluation; Nursing education; Nursing skills; Nursing Students; Opportunities; Patient safety; Psychomotor Skills; Reflective practice; Reflective Teaching; Remedial Instruction; Repetition; Self Evaluation (Individuals); Students; Teaching; Teaching Methods; Test Anxiety; Thinking Skills; Undergraduate Students; Working groups; United States
• ISSN: 0148-4834; 1938-2421; 1938-2421
• DOI: 10.3928/01484834-20240122-02

Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum. Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills. Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. .