Faculty as Learners

Neuroscience in Action

Bibliographic Data

ID21455375
AuthorsBarbara J Patterson (0000-0003-0386-9636, Widener University), Susan Forneris, Susan Gross Forneris
Year2023
Volume62
Issue5
Pages291-297
Publication date2023-05-01
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20230306-02
PMID37146044
OpenAlexW4372271747
LanguageEN
Citations received1
References cited29

Background: Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. Method: For this descriptive study, nurse faculty ( N = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator's teaching practice. Results: Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time. Conclusion: The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education. [ J Nurs Educ . 2023;62(5):291–297.]

Action (physics) · Cognition · Medical education · Nurse education · Educational Leadership and Innovation · Medicine · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology · Reflective Practices in Education

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