Learning theories remain to be the primary guide for educational systems planning in the classroom and particularly in nursing clinical training. Several learning activities are aimed at giving knowledge in a more dynamic and active process as opposed to the traditional lecture approach. These learning activities include getting information and ideas directly from primary data sources, secondary data sources such as lectures and textbooks or through the internet (Billings & Halstead, 2015). Secondly, the activities involve experience which includes practicing by doing clinical procedures or by direct observation. Finally, reflective dialogue with self or with others is also part of the learning activities. This involves dialogue with others, journaling, and reflective thinking with self (Billings & Halstead, 2015).
Several principles guide the selection of learning activities and how to achieve them. Helping students retain and apply information being one of the principles can be achieved in different ways (Candela, 2017). Encouraging repeated review of materials will enable the students to gain more knowledge from the materials which contributes to retaining and application of information in different areas. Making activities active rather than passive contributes a lot to gaining and retaining information which can later be applied in different areas. It can also be achieved by encouraging cooperation and group work and giving immediate and specific feedback (Candela, 2017).
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This principle will be important to me mostly in my academics. Through reviewing materials repeatedly, I will be able to retain the knowledge that I have learned from the materials and later apply it in clinical practices. By making activities active, I will be able to improve my skills and experiences with patients. I will also be able to cooperate with other students through group work to learn more and improve my academic grades. Furthermore, retaining and application of information will not only help me improve my academic performance but also improve my clinical performance and skills as well.
References
Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty . Elsevier Health Sciences.
Candela, L. (2017). From teaching to learning: theoretical foundations. Retrieved from https://nursekey.com/from-teaching-to-learning-theoretical-foundations/
