Title
Applying learner-centered teaching in the nursing education classroom: from theory to practice
Advisor
Yousey, Yvonne
Advisor
Merrill, Alison S.
Committee Member
Carruth, Ann K.
Department
Nursing Education
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
8-1-2013
Genre
Thesis
Extent
148 pages
Digital Origin
Born digital
Description
The purpose of this descriptive research study was two-fold: (a) to describe the application of learner-centered teaching (LCT) in the undergraduate nursing education classroom using a researcher-developed instrument, and (b) to explore the relationships between nurse educators’ characteristics and their application of LCT in the classroom. Learner-centered teaching was defined as guiding students in constructing understanding using an interactive, social context and assisting students to discover content through actively processing it using critical thinking and reflecting on their understanding. A sample of 122 nurse educators completed an online questionnaire, the Ellis Learner-Centered Teaching in Nursing Education Questionnaire, which explored learner-centered teaching behaviors, attitudes, and influences on implementation. Results demonstrated that nurse educators were utilizing the guiding, critical thinking, and reflection components of learner-centered teaching but using interactive practice less often. Other findings demonstrated that nurse educators who saw themselves as learner-centered were more likely to use guiding, critical thinking, and reflection in their classrooms. Nurse educators who strongly believed learner-centered teaching was beneficial in understanding and applying nursing concepts were also somewhat more likely to use guiding and critical thinking LCT behaviors in the classroom. Two unexpected findings were that (a) previous exposure to LCT had no connection to the use of LCT in the classroom and (b) nurse educators teaching in an associate degree program were more likely to use reflection in their practice. Learner-centered teaching (LCT) is an innovative pedagogy that can address the challenges of educating nurses in the fastpaced, ever-evolving healthcare environment. This study adds to the body of nursing education literature by establishing a baseline measurement of LCT.
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Ellis_unco_0161D_10243
Rights Statement
Copyright is held by author.
