Introduction
Forming a learning environment is an important task that must be carried out in an educational institution to better motivate students to learn more actively. Teachers are responsible for improving nursing by creating a more advanced and comfortable environment in which students can actively learn. At the same time, an important aspect of nursing education is also curbing misconduct that may threaten academic integrity. To do this, it is important to consider how nursing educators can provide an active learning environment to promote better student outcomes.
Strategy of Teaching
Promoting active learning can occur through several tactics, the main of which is to change the overall strategy of the teacher. Active learning should be related to the materials and objectives of the course. Therefore, the program must be properly configured for students to pass (Phillips, 2021).
At the same time, great importance must be given to meaningful vision so that students can more rationally and correctly study the material. Educational approaches to learning about nursing should be student-centered. In this way, achieving maximum efficiency in the program will be possible since students can take an active part in the tasks. An important element in establishing active learning is the simulation of different situations that may cause difficulties for students. In this way, future nurses will learn to be more active and not fear obstacles and challenges.
Preventing Misconduct and Cheating
Prevention of misbehavior and cheating is essential to realizing active learning goals. To do this, teachers must introduce specific, clear rules and restrictions. Technologies for checking students’ work for plagiarism are important as they can help identify unscrupulous students. This attitude towards the training program is unacceptable since future nurses must have all the qualities and knowledge to provide people with support and constant care (Center for Research on Teaching and Learning, n.d d.). The neglect of academic integrity for such students may affect how they later perform their duties as nurses. Assessment platforms at universities should use several types of assessment so that teachers can find out all the essential details of students’ academic performance.
In addition, an active learning policy should have a clear framework and boundaries for teachers to know what to strive for. Academic integrity can be achieved more effectively if teachers develop appropriate rules for students to receive maximum grades (Phillips, 2021). More significant results could be achieved in the context of active learning. Prohibited behavior and attitudes towards plagiarism in papers are necessary frameworks that should be set to improve students’ understanding of the goals and importance of learning.
Legal and Ethical Implications
Teaching and actively lecturing students about academic integrity can help develop a sense of fairness in students. Moreover, it is also important to focus on what ethical and legal consequences can be if a student violates the established rules. Thus, people will be more attentive to the norms and requirements of the educational institution. In turn, this can lead to higher levels of active learning, as students will strive to put in more effort to improve their academic performance honestly (Center for Research on Teaching and Learning, n.d d.). Programs that help students identify the values and importance of academic integrity can be included in other subject programs or delivered separately as an educational lecture.
Legal and regulatory rules must also be considered to comply with all the correct teaching standards accepted by the educational institution. This is important as active learning may require clear normativity and the introduction of individual policies and structural soundness (Morrissette, 2001). In this regard, teachers in the Department of Nursing Education will need to create policies that regulate new teaching methods with the involvement of ways to increase active learning. The institutionalization of such programs can positively impact their implementation and strengthen the program, making it possible to implement active learning on an ongoing basis.
After defining the desired goals of active learning and establishing applicable normative requirements, teachers must select the correct assessment methods to determine the level of student achievement. This is necessary to understand how students perceive the knowledge being taught and whether the implemented system is effective for a particular nursing training program. Formative and summative assessments are important methods that can effectively complement one another. In addition, the exam program will have to change because the educational institution is changing its course toward students’ active perception of information (Phillips, 2021). This implies they will have to take lecture courses differently and take on assignments with more independence.
Environment for Learning
Another aspect of active learning is to create the right enabling environment for learning. Respect and ensuring the correct ethical attitude towards students and between them are the main aspects that must be achieved when building an active learning system in an educational institution (Chesler & Young, 2007). In this way, professors can motivate students to follow the rules if they set the right example for them in this regard. The environment is an important aspect that can help students achieve their academic aspirations in nursing (Center for Research on Teaching and Learning, n.d d.). In this case, the professors’ task is to create a safe, comfortable, and inclusive environment where students can work more effectively to achieve active learning goals.
Teachers can greatly improve students’ active learning skills by joining forces to work together, which can be more productive in the context of learning. Discussion can greatly help professors determine the direction of establishing active learning (Billings, 2019). Thus, the teaching staff can find several strategies by considering each of their positive and negative aspects. This will help understand how designing programs to improve student learning is worth it. Establishing discussion groups can also allow educators to share experiences on what methods and tools to use to achieve better student active learning performance (Chesler & Young, 2007). In addition, at such general meetings, it can be easier to calculate how active listening programs will be consistent with the methodological recommendations and policies of the educational institution.
Resource Provision
Educators need to have sufficient resources and support materials to develop active learning skills in nursing students. In addition, it is also about providing the necessary resources for students who will learn new techniques that can help them in their further educational process (Chesler & Young, 2007). The Faculty of Nursing must make reasonable efforts to ensure that students do not resort to fraud and adhere to the principles of academic integrity. Thus, teachers must create clear guidelines for students to help them achieve great results and support them in teaching active learning. A culture of academic excellence implemented in the classroom can be a valuable tool to encourage students to move up their grades and learn more.
Success Evaluation
To achieve the goals of active learning and academic integrity discussed above, professors in the nursing department will need to introduce appropriate ways of assessing student achievement. In this way, it would be possible to more clearly understand to what extent the learning objectives have been achieved and what work lies ahead. In this case, it is also important to consider students’ opinions and collect all the necessary information (Morrissette, 2001). This could be a way to help introduce new and more effective methods to improve active nursing learning.
Surveys and consultations with students can significantly help determine in which direction to develop a program (McNamara, 2023). At the same time, it is possible to identify some potential problems present in the created active learning program using this method of interaction and feedback. Gaps and misconduct must be corrected in a timely manner to achieve the best level of active learning. An assessment strategy may introduce adjustments by detecting problem situations.
Conclusion
The foundation of active learning principles at the faculty level should be carried out by considering all aspects of university activities and education policies. Thus, teachers should systematize the approach and find compromises to justify changing the teaching strategy. Students should be reorganized and provided sufficient motivation to improve their active learning skills.
References
Billings, J.H. D. (2019). Teaching in nursing: A guide for faculty (6th ed.). Elsevier Health Sciences.
Center for Research on Teaching and Learning. (n. d.). Teaching strategies: Incivility in the college classroom. Web.
Chesler, M., & Young, Jr, A. A. (2007). Faculty members’ social identities and classroom authority. New Directions for Teaching and Learning, (111), 11-19. Web.
McNamara, C. (2023). General guidelines for conducting research interviews. Management Library. Web.
Morrissette, P. J. (2001). Reducing incivility in the university/college classroom. International Electronic Journal for Leadership in Learning, 5(4). Web.
Phillips, M. (2021). Teaching in nursing and role of the educator (3rd ed.). Springer Publishing.