The Intervention of Active Learning Strategies to Increase Nursing Student Self-directed Learning

Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?

Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses.