The Student Voice: Perceptions of Durable Learning.

BACKGROUND: Durable learning is the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education (NE). PURPOSE: The purpose of this study was to understand the perceptions of how learners acquire and retain knowledge. METHODS: Nursing students and recent graduates were recruited from 2 large universities. Focus groups (n = 7) were audio-recorded, and transcripts were analyzed. RESULTS: Thematic analysis of learners' perceptions revealed (1) effective learner-initiated techniques, (2) effective instructor-initiated techniques, (3) learner-initiated techniques that were not effective, and (4) instructor-initiated techniques in the classroom, clinical practice, and simulation that were not effective. CONCLUSION: Additional research is needed to understand faculty perspectives on durable learning techniques and their effectiveness. Findings from student, graduate, and faculty perspectives will guide the development of a validated, reliable tool to evaluate durable learning in NE.

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

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. [J Nurs Educ. 2024;63(1):24-31.].

Replacing Smartphones With Mini Tablet Technology: An Evaluation.

Handheld technology allows students to access point-of-care resources throughout the clinical experience. To assess the viability of replacing student smartphones with tablets, an evaluation project was undertaken. Overall, students were equally dissatisfied with the 2 types of tablets that were evaluated. Students saw the potential usefulness of tablets to manage clinical assignments, interact with the learning management system, and communicate with faculty, but not for retrieving information currently accessible on their phones.

Psychosocial Care of the Pediatric Oncology Patient Undergoing Surgical Treatment.

OBJECTIVE: To review the psychosocial aspects experienced by children with cancer undergoing surgical and procedural treatments. DATA SOURCES: CINAHL, PubMed, and PsycINFO resources. CONCLUSION: The diagnosis of cancer is a threatening experience for the pediatric patient with cancer leading to anxiety and distress, which is elevated with a surgical or procedural approach to treatment. Assessing the child's developmental level and previous experiences are fundamental in identifying the appropriate interventions to reduce anxiety and distress to support effective coping. IMPLICATIONS FOR NURSING PRACTICE: Nurses are instrumental in assessing the child's level of anxiety related to surgical procedures. Suggested evidence-based interventions for anxiety and distress include therapeutic play, structured educational preparation, and art-based programs (ie, Hope Bead program).