Interactive Teaching Strategies

Research indicates that interactive, student-centered teaching methods are more effective than traditional lecture-based approaches for developing EBP skills. Several studies have found that problem-based learning, small group work, and flipped classroom models enhance students’ abilities to formulate clinical questions, search for evidence, and critically appraise research (Horntvedt et al., 2018; Culyer et al., 2018). These interactive strategies allow students to actively engage with EBP concepts and apply them to clinical scenarios.

Simulation and clinical integration are also valuable for bridging the gap between EBP theory and practice. Studies show that incorporating EBP activities into simulation experiences and clinical rotations improves students’ confidence in implementing evidence-based interventions (Estalella et al., 2023). Having students present evidence-based recommendations in simulated clinical settings can reinforce EBP skills in a low-stakes environment. Examples of some active learning exercises could include

1. Think-Pair-Share:

• Pose an open-ended question
• Give students 1-2 minutes to think and write a response individually
• Have students pair up to discuss their responses
• Call on pairs to share with the whole class

2. One Minute Paper:

• At the end of class, ask students to write brief response to one question like:
  “What are the two most important points from today’s session?”
  “What was the muddiest (least clear) point?”
• Collect responses anonymously as students leave
• Address key points in the next class

3. Peer Instruction:

• Pose a conceptual question
• Have students answer individually (can use clickers)
• Have students discuss in pairs and try to convince each other
• Have students answer again after discussion

4. Small Group Activities:

• Break class into small groups (3-4 students)
• Give groups a problem or question to discuss/solve
• Have groups report back to the class

5. Jigsaw:

• Divide a topic into smaller “pieces”
• Assign each student/group to become an expert on one piece
• Have students teach their piece to others

6. 3-2-1:

• Have students write down:
  3 things they learned
  2 things they found interesting
  1 question they still have

7. Four Corners:

• Post a question/statement in each corner of the room
• Have students move to the corner that matches their view
• Discuss within corner groups

8. Muddiest Point:

• Have students identify the most confusing or unclear point from the lesson
• You can follow up to clarify questions
  • via email
  • via LMS system announcement
  • via start of next class

9. Note-Sharing:

• Have students pair up to compare and discuss their notes
• Write down confusing questions as they go
  • via email
  • via LMS system announcement
  • via start of next class

10. Minute Paper:

• Give students 1 minute to write on a specific prompt or question
• Collect as students leave the room

Technology-Enhanced Learning (TEL)

Online and blended learning approaches show promise for teaching EBP. Asynchronous online modules, virtual simulations, and interactive e-learning tools can effectively deliver EBP content and allow for self-paced learning (Patelarou et al., 2020). These technology-enhanced methods may be particularly useful for teaching information literacy skills like database searching and critical appraisal of research.

TEL refers to the implementation of technology into teaching methods to enhance the learning process. It primarily involves digital technologies, though some analog technologies may be included. Enables self-paced learning by providing greater access to resources (e-books, video tutorials, etc.), allowing for more interactive and engaging content, supporting different learning styles, and facilitating real-time interaction through livestreaming. Some examples of TEL include E-books, digital devices (computers, tablets, smartphones), gamification of learning, livestream learning platforms, video and audio tools, social media for education, virtual and augmented reality, and artificial intelligence in education.

It is important for faculty to use TEL in that is aligned with the students’ technology skill level. TEL prepares students for a technology driven world which can be used in both remote and hybrid learning models. TEL also helps to improve student engagement, especially with students who are more introverted in the class room setting. TEL also provides more resources for teachers and students.

Faculty do need to be aware of several strategies when implementing TEL so that deployment goes smoothly. Faculty may want to use digital course materials, textbook, applications, and resources. It is important to optimize all content for mobile access such as cell phones or tablets. Design activities that prioritize interaction and clinical judgment over just content delivery. Overall, TEL is seen as increasingly essential in modern education, offering numerous benefits when implemented thoughtfully and effectively.

Applications that I have found to be particularly effective in either the classroom setting or in an online format. Remember that new applications are being created all of the time.

• Kritik – create individual or group assignments, ensure peer reviewing occurs in an appropriate manner, this application grades student work for you and uploads to many LMS system.
• Padlet – Digital canvases for whiteboards, lessons, and activities.
• Packback – Engage curiosity, increase motivation, build community, and support writing practice with our award-winning student discussion platform with built-in AI coaching that helps students develop better questions and responses. Packback also improves student writing skills and confidence on written assignments through instant AI-powered coaching. Streamline the grading of writing assignments through an AI grading assistant that is tied to your specific rubric.
• Nearpod – There’s a reason why Nearpod is so popular; it works. I’ve never met a teacher who didn’t like using it because it takes what you already have (Google Slides, Powerpoint, YouTube Video) and makes it interactive. From polls to game-based quizzes, virtual reality, and simulations, there are so many ways to bring your students from passive recipients to active learners.
• Kahoot – Quizzing and fun activities to promote learning
• GoNoodle – Get up and move activities. Some of these may be for younger than college age students, but there are many that will still work this this age group too.
• Prezi – Presentations are a core part of the curriculum, but let’s face it, PowerPoint isn’t terribly engaging. Prezi allows students to create presentations that are more creative and exciting than what PP has to offer. Not only will this make the presentation creation process more interesting for students, but it will also make watching presentations more interesting. Prezi presentations are published publicly on students’ accounts, so their classmates can access them later to check their notes.
• Factile – A Jeopardy platform that is fun to play.
• Gimkit – Gameshow platform for learning and fun activities.
• Google Forms for Exit Tickets – just what it says
• Flip – Flip (formerly Flipgrid) is a social media–style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video-record their responses to share with the teacher or class. It’s a great tool for supporting your students to make their thinking visible.
• Mentimeter – Mentimeter lets you add polls, word clouds, Q&As, and more to presentations and create an interactive experience for students, who can vote on/respond to questions and engage with the presentation in real time. This made our list because there’s so much variety in the types of formative assessments you can give in real time.
• Jamboard – Jamboard is a digital whiteboard that is compatible with Google Workspace (formerly G Suite) services. It’s a game changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solution. If you don’t use Google, Padlet is our runner-up.

Reflective Practice

Reflective practice is a systematic approach to continuous learning and professional development that involves critically examining one’s own experiences, actions, and decisions. It is the ability to reflect on one’s actions to engage in a process of ongoing learning and improvement. This concept, popularized by Donald Schön in the 1980s, has become integral to many professional fields, including education, healthcare, social work, and business.

At its core, reflective practice involves thoughtfully considering one’s experiences, analyzing them, and using the insights gained to inform future actions. It goes beyond simply thinking about past events; it requires a deliberate and structured approach to examining one’s thoughts, feelings, and behaviors in various situations. This process allows practitioners to identify areas for improvement, challenge their assumptions, and develop new strategies for handling similar situations in the future.

Reflective practice can take many forms, including reflection-in-action (thinking on your feet during an experience) and reflection-on-action (analyzing an experience after it has occurred). It often involves asking critical questions about one’s practice, such as “What worked well?”, “What could I have done differently?”, and “How does this experience align with my theoretical knowledge?” Practitioners may use various tools to facilitate reflection, such as journaling, peer discussions, mentoring sessions, or structured frameworks like Gibbs’ Reflective Cycle.

The benefits of reflective practice are numerous. It can lead to improved self-awareness, enhanced problem-solving skills, and a deeper understanding of one’s professional role and responsibilities. It also promotes continuous learning and adaptation, helping professionals stay current in their field and respond effectively to new challenges. In educational settings, reflective practice can improve teaching methods and student outcomes. In healthcare, it can lead to better patient care and safety.

However, effective reflective practice requires certain skills and attitudes. These include open-mindedness, self-awareness, critical thinking, and a willingness to question one’s own assumptions and practices. It also requires time and commitment, as meaningful reflection often involves deep thinking and analysis that cannot be rushed.

Scaffolded Approach

A scaffolded approach to teaching involves providing temporary, structured support to students as they learn new concepts or skills, gradually removing that support as students gain mastery. To implement scaffolding effectively, start by assessing students’ current knowledge and skills to determine their starting point. Then, break down complex tasks or concepts into smaller, more manageable steps. Begin by modeling the task or concept for students, clearly demonstrating each step and explaining your thought process. Next, guide students through the process together as a class, encouraging participation and providing immediate feedback. As students become more comfortable, transition to having them work in small groups or pairs, offering support as needed. Finally, allow students to work independently, stepping in only when necessary.

Throughout this process, use various scaffolding techniques such as visual aids, graphic organizers, or think-alouds to support learning. Provide clear instructions and expectations, using rubrics or checklists to help students understand the goals. Offer frequent opportunities for practice and feedback, gradually increasing the complexity of tasks as students progress. Be prepared to adjust the level of support based on individual student needs, providing more assistance to struggling students and challenging advanced learners with extension activities.

As students demonstrate proficiency, begin to remove scaffolds gradually, encouraging them to take more responsibility for their learning. This might involve reducing the amount of guidance provided, asking students to explain their thought processes, or having them teach concepts to peers. Remember that scaffolding is a flexible process, and you may need to reintroduce support if students encounter difficulties with new applications of the skill or concept. By using a scaffolded approach, you can help students build confidence, develop independence, and achieve higher levels of understanding and performance.

Interprofessional Collaboration

Interprofessional collaboration significantly enhances the educational experience by fostering a comprehensive and integrated approach to learning. This collaborative model brings together students and professionals from various healthcare disciplines, creating an environment that mirrors real-world healthcare settings. By learning alongside peers from different fields, students gain a deeper understanding of the roles, responsibilities, and expertise of other healthcare professionals. This exposure helps break down silos between disciplines and promotes a team-based approach to patient care.The collaborative learning environment encourages students to develop crucial skills such as effective communication, conflict resolution, and shared decision-making. Through interprofessional education activities like case studies, simulations, and group projects, students learn to articulate their professional perspectives while also valuing and incorporating insights from other disciplines. This process enhances critical thinking and problem-solving skills as students tackle complex healthcare scenarios from multiple angles.

Moreover, interprofessional collaboration in education prepares students for the realities of modern healthcare delivery. It helps them understand the importance of coordinated care plans and how different professionals contribute to holistic patient assessment and treatment. Students also develop a broader perspective on healthcare challenges and solutions, fostering adaptability and lifelong learning attitudes essential in the ever-evolving healthcare landscape.

The benefits extend beyond skill development. Interprofessional education cultivates mutual respect and appreciation for diverse expertise among future healthcare professionals. It builds professional relationships across disciplines, creating networks that can be valuable throughout their careers. This collaborative approach also aligns with the growing emphasis on patient-centered care, teaching students to work together towards common goals that prioritize patient outcomes.

By participating in interprofessional education, students are better prepared to enter the workforce as effective team members. They develop a more comprehensive understanding of healthcare systems and how different professionals can work together to improve patient safety, reduce errors, and enhance overall care quality. This experience not only enriches their educational journey but also equips them with the collaborative skills and mindset necessary for success in modern healthcare environments.

Faculty Development

Lifelong learning and faculty development are crucial components in teaching nursing using evidence-based practice (EBP) guidelines. As healthcare continues to evolve rapidly, nursing educators must stay current with the latest research, best practices, and technological advancements to provide the highest quality education to their students. Engaging in lifelong learning allows faculty to continually update their knowledge base, refine their teaching strategies, and model the importance of ongoing professional development for their students. This commitment to continuous learning ensures that nursing education remains relevant, effective, and aligned with the ever-changing healthcare landscape.Faculty development programs play a vital role in supporting educators in their lifelong learning journey and in implementing EBP guidelines effectively in their teaching. These programs provide opportunities for nursing faculty to enhance their pedagogical skills, learn new teaching methodologies, and stay informed about the latest developments in nursing research and practice. Through workshops, seminars, and collaborative learning experiences, faculty can develop expertise in integrating EBP into their curriculum, fostering critical thinking skills in students, and utilizing innovative teaching technologies. Additionally, faculty development initiatives often focus on enhancing skills in research methodology, grant writing, and scholarly publication, which are essential for advancing the field of nursing education and contributing to the body of evidence that informs EBP guidelines.

The integration of EBP guidelines in nursing education requires faculty to not only understand the guidelines themselves but also to develop effective strategies for teaching students how to apply these guidelines in clinical practice. This necessitates a deep understanding of both the content and the pedagogical approaches that best facilitate learning and application of EBP. Through ongoing learning and development, faculty can refine their ability to bridge the gap between theoretical knowledge and practical application, ensuring that students are well-prepared to deliver evidence-based care in their future nursing careers.

Moreover, lifelong learning and faculty development foster a culture of inquiry and innovation within nursing education programs. This culture encourages educators to critically evaluate their teaching practices, seek out new evidence to inform their instruction, and collaborate with colleagues to develop and implement best practices in nursing education. By embracing lifelong learning and participating in faculty development initiatives, nursing educators demonstrate to their students the importance of continuous professional growth and the value of evidence-based practice in delivering high-quality patient care.

Conclusion

Implementing evidence-based teaching strategies is crucial for developing strong EBP competencies in pre-licensure nursing students. Interactive, technology-enhanced, and reflective approaches show the most promise based on current research. A scaffolded curriculum that progressively builds EBP skills and incorporates interprofessional experiences can effectively prepare students for evidence-based nursing practice. Ongoing research is needed to continue refining optimal teaching methods as both nursing practice and educational technologies evolve.

References

Culyer, L. M., Jatulis, L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-based teaching strategies that facilitate transfer of knowledge between theory and practice: What are nursing faculty using?. Teaching and Learning in Nursing, 13(3), 174-179.

Estalella, I., Román, Ó., Reichenberger, T. N., Larrea, I., Garate-Echenique, L., & Juvé-Udina, M. E. (2023). Impact of a teaching strategy to promote evidence-based practice on nursing students’ knowledge and confidence in simulated clinical intervention choices. BMC nursing, 22(1), 1-11.

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 1-11.

Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., … & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International journal of environmental research and public health, 17(17), 6351.

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