Transforming Nursing Education: Peer - Reviewed Article



Transforming Nursing Education: Peer - Reviewed Article

Today, nurses have been facing the problem of creating modern and unique ways to teach and facilitate the enhanced learning experiences in clinical practice environments, which are difficult, highly demanding, and unpredictable.

The selected peer-reviewed article is “Transforming Pedagogy in Nursing Education: A Caring Learning Environment for Adult Students” by Bankert & Kozel. The authors argued that in higher education, teachers and learners are expected to perform their relative roles. The teacher is a person, who is responsible for providing the required information to students with authentic figures, and directions for future learning to students. Whereas, a learner must be able to listen, receive information, and complete the provided assignments by the teacher. However this approach is not appropriate for older learners that return to continue their studies after a long interval. As they return to education, it has been seen that they are already motivated towards studies. They bring experience and knowledge from practical life, which is quite helpful for them in the educational world. Bankert & Kozel suggested that attention should be paid to their requirements of learning for enhancing the success of their educational experiences.

The purpose of the study conducted by Bankert & Kozel was twofold. The first was to transform the experience of education into an interactive pedagogy that embodies a relationship of care, critically reflecting and learning principles. Secondly, the purpose was encouraging genuine partnerships, self-discovery and active engagement among adults' learners in the education setting. The data selection procedure of this study included six students that were enrolled in a two-credit nursing for special topics and their professors. Members of the class made a collective decision for maximizing the experience of education for adult learners. In addition, transforming of nursing education was emphasized more into a reflective place, where commitments and partnerships could be emerging and continue to grow.

While authors started conversations with the members, they became aware that a modification of physical space and structure must begin to transit the traditional classrooms into genuinely learning environments. It was also noticed that rearrangement of chairs and tables into semicircle also allowed these study participants for having eye contacts with each other that was not considered to be satisfactory. After that, the group was relocated to the faculty room and secured its use for the next 6 sessions.

In this way, members were actively engaged with each other in terms of their learning facilitation. Dialogue is considered to be critical; therefore, learners and teachers at this stage must respect each other while communicating during the learning process. Support was provided to the learners and it could also be achieved with the help of creation of learning environment, which was founded on partnership and collaborations, self-direction and creativity. In addition, study concluded that learners become successfully engaged and willing to develop their learning skills with participating with each other and caring for their respective acts and ...