Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review

Marci Mechtel, Erin Kitt-Lewis, Crista Reaves, Barbara Sinacori, Tara O’Brien, Paul Logan, Patrice Rimbey, Kimberly Streiff, Kathleen Phillips

Research output: Contribution to journalReview articlepeer-review

Abstract

Background: Health professions (HP) students must achieve durable learning (DL) to transfer and apply knowledge from the classroom to the clinical setting. This review examines the state of the science of classroom-based DL in HP. Method: The Joanna Briggs Systematic Review Methodology was used. MEDLINE, CINAHL, PsycINFO, and ERIC databases were searched for articles published from 2006 to 2022. A total of 2,000 titles were identified for review, with 51 studies being selected for inclusion. Results: Multiple classroom-based learning strategies generally reported as being effective were identified, including flipped classroom, educational technology, spaced learning, team-based learning, concept mapping and schema, testing, and case study and problem-based learning. Conclusion: Although DL has been proven to be effective in the classroom setting for HP, no one type has been shown to be more effective than others. Additional research is needed within the context of transferring knowledge to clinical settings and in nursing education.

Original languageEnglish (US)
Pages (from-to)24-31
Number of pages8
JournalJournal of Nursing Education
Volume63
Issue number1
DOIs
StatePublished - Jan 2024

All Science Journal Classification (ASJC) codes

  • General Nursing
  • Education

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