| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 8581783 | Teaching and Learning in Nursing | 2018 | 6 Pages |
Abstract
The purpose of this mixed-method descriptive study was to explore prelicensure nursing faculty knowledge, beliefs in effectiveness, and use of evidence-based teaching strategies that facilitate transfer of knowledge between theory and practice and facilitators and obstacles to their use. Findings revealed that the top 5 strategies used were (a) reflection, (b) simulation, (c) small groups, (d) case-based learning, and (e) problem-based learning. Implications for nursing education practice are discussed.
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Authors
Linda M. DNS, RN, ANP, Linnea Love PhD, RN, Patricia DNS, RN, CNE, Catherine A. PhD, RN,