Brain Science Learning Guides: An Innovative Strategy for Cultivating Effective Study Skills.
Background: Students often struggle with how to synthesize course content during independent learning outside of class. Problem: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking. Approach: To p...
| Publicado en: | Nurse Educator Vol. 48; no. 6; pp. 332 - 336 |
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| Autor principal: | |
| Formato: | Journal Article |
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Lippincott Williams & Wilkins
Nov/Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=173571133&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173571133 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03633624 4EP jtl: Nurse Educator issn: 03633624 maglogo: N pubinfo: dt: Nov/Dec2023 vid: 48 iid: 6 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 173571133 10.1097/NNE.0000000000001415 173571133 ppf: 332 ppct: 4 formats: tig: atl: Brain Science Learning Guides: An Innovative Strategy for Cultivating Effective Study Skills. aug: au: Onello, Rachel affil: Professional Nursing Practice, University of South Carolina College of Nursing, Columbia sug: subj: Diffusion of Innovation Teaching Methods Course Content Education, Nursing Students, Nursing Learning Methods Thinking Decision Making Deep Learning Self-Directed Learning Neurosciences Feedback ab: Background: Students often struggle with how to synthesize course content during independent learning outside of class. Problem: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking. Approach: To promote the development of effective study skills, a scaffolded approach was developed to facilitate students actively engaging with course content outside of class time, based on best practices of brain science-based learning. Outcomes: Using evidence in the brain science of teaching and learning, Learning Guides were developed to shift the focus of study outside of class time from the "what" to the "how." Preliminary feedback from students in multiple core nursing courses suggests that these guides are an effective tool for student learning. Conclusion: This brain science-based approach to learning can provide a road map for students to build the essential skills for effective study habits that can lead to durable learning. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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