Author:
Charania Nadia Ali Muhammad Ali
Abstract
Background:
The coronavirus disease 2019 (COVID-19) pandemic posed challenges to nursing faculties, including transitioning to a virtual teaching platform and ensuring inclusivity, active engagement, and social justice, which are the hallmarks of excellence in nursing education. A three-step teaching strategy called enhanced classroom engagement (ECE-TS) was created.
Method:
The first step in ECE-TS required groups of students to read the assigned article and share five takeaways before class. The second step required each group to discuss and prepare a presentation using a rubric. The final step required each group to give a presentation to the class.
Results:
Students noted ECE-TS promoted (a) individual learning; (b) collective learning; (c) inclusivity; (d) connection among students; (e) change in the classroom environment; and (f) generated proposals for future directions related to ECE-TS.
Conclusion:
ECE-TS, which is a promising strategy that promotes social justice, must be tested across teaching formats and programs.
[
J Nurs Educ
. 2023;62(X):XXX–XXX.]
Subject
Education,General Nursing
Reference15 articles.
1. Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’
2. Teaching in a multicultural society: How nurse educators describe their role;Beard K.V.;The Journal of the Black Nurses Association,2013
3. Strengthening diversity in nursing: The practices and preparedness of nursing faculty
4. Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.
5. Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence