Brain-based Teaching Strategies for Nurse Educators: An Integrative Review.
10.5977/jkasne.2014.20.4.617
- Author:
Jina OH
1
;
Shin Keong KIM
;
Kyung Ah KANG
;
Sung Hee KIM
;
Heyrin ROH
;
Jennie C. DE GAGNE
Author Information
1. Institute of Health Science, Department of Nursing, Inje University, Korea.
- Publication Type:Original Article
- Keywords:
Brain;
Learning;
Nursing;
Education;
Review
- MeSH:
Brain;
Education;
Education, Nursing;
Humans;
Learning;
Nursing;
Students, Nursing
- From:Journal of Korean Academic Society of Nursing Education
2014;20(4):617-627
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. METHOD: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms nurs* AND (brain based OR neuroscience) AND (educa* OR learn* OR teach*). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. RESULTS: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. CONCLUSION: Brain-based learning enhances the learning capabilities of undergraduate nursing students.
