Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using?
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 re...
| Publicado en: | Teaching & Learning in Nursing Vol. 13; no. 3; pp. 174 - 180 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Jul2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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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