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Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review

Authors
  • Ghasemi, Mohammad Reza
  • Moonaghi, Hossein Karimi
  • Heydari, Abbas
Type
Published Article
Journal
Korean Journal of Medical Education
Publisher
Korean Society of Medical Education
Publication Date
May 28, 2020
Volume
32
Issue
2
Pages
103–117
Identifiers
DOI: 10.3946/kjme.2020.159
PMID: 32486620
PMCID: PMC7272374
Source
PubMed Central
Keywords
License
Unknown

Abstract

Students’ engagement in academic-related learning activities is one of the important determinants of students’ success. Identifying the best teaching strategies to sustain and promote nursing students’ engagement in academic and clinical settings has always been a challenge for nurse educators. Hence, it is essential to provide a set of strategies for maintaining and enhancing the academic engagement of nursing students. The purpose of this review was to explore and summarize the strategies that nurse educators use to sustain and promote nursing students’ engagement in academic and clinical settings. A narrative literature review was conducted. CINAHL (nursing content), ProQuest, Medline, the Cochrane, Google Scholar, and Scopus were searched. Of 1,185 retrieved articles, 32 teaching strategies were identified and extracted from the nursing literature. We used thematic analysis approach to organize these strategies into five main categories as follows: technology-based strategies (15 articles), collaborative strategies (10 articles), simulation-based strategies (two articles), research-based strategies (two articles), and miscellanea learning strategies (three articles). As a general comment, these strategies have the potential to promote nursing students’ engagement. Among the strategies discussed in this review, the use of technology, particularly the response system and online learning, was more common among nursing educators, which is in line with today’s advances in smart technologies. The collection presented in this review can be used as a starting point for future research to evaluate the effectiveness of an educational intervention on the academic engagement of nursing students. Nevertheless, due to the lack of experimental studies, the optimal strategies remain to be elucidated through future high-quality experimental study.

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