Adaptation to active learningmethodologies in nursing: a study fromthe teaching perspective
DOI:
https://doi.org/10.19083/ridu.2025.2054Keywords:
active learning, nursing, Universities, educational innovation, teachers, traditional educationAbstract
Introduction: The implementation of the European Higher Education Area (EHEA) requires the adoption of Active Learning Methods (ALMs) to promote meaningful and reflective learning. This is particularly beneficial in nursing education, as it enhances students’ clinical preparation. It also demands pedagogical renewal and thoughtful reflection on methodological changes from the teaching perspective. Objective: To describe the key aspects that nursing educators consider important for implementing ALMs in their teaching. Method: A qualitative study with a hermeneutic phenomenological design was conducted, involving 10 semi-structured interviews with nursing degree instructors at the University of Granada (Spain). Results: The main theme was “Adaptation to active learning methods in nursing,” with subthemes including training experiences, use of lectures, meanings and integration of ALMs, and teaching perspectives. Discussion: Although there is institutional interest in enhancing student engagement and critical thinking, ALMs require time, training, and greater support. Conclusions: Continuous professional development and institutional investment are essential for the successful integration of ALMs into teaching.
References
Abad-Corpa, E., Guillén-Ríos, J. F., Pastor-Bravo, M. D. M., & Jiménez-Ruiz, I. (2023). Assessment of high fidelity simulation with actors in palliative care in nursing students: A mixed methods study. Enfermeria Clinica (English Edition), 33(6), 401-411. https://doi.org/10.1016/j.enfcle.2023.10.003
Aksoy, B., & Gurdogan, E. P. (2022). Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Japan Journal of Nursing Science, 19(2), e12469. https://doi.org/10.1111/jjns.12469
Artero Escartín, I., & Domeque Claver, N. (2018). Dar «la vuelta» a la enseñanza. Una experiencia de Flipped Classroom en Economía Pública. e-pública: revista electrónica sobre la enseñanza de la economía pública, 22, 51-75. https://dialnet.unirioja.es/servlet/articulo?codigo=6716935
Bradshaw, M. J., Hultquist, B. L., & Hagler, D. A. (2021). Innovative Teaching Strategies in Nursing and Related Health Professions (8th Edition). Jones & Bartlett.
Bucklin, B. A., Asdigian, N. L., Hawkins, J. L., & Klein, U. (2021). Making it stick: Use of active learning strategies in continuing medical education. BMC Medical Education, 21(1), 44. https://doi.org/10.1186/s12909-020-02447-0
Calderon, I., Williamson, S., & Feitosa, E. (2024). Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study. Informatics in Education, 23(2), 279-322. https://doi.org/10.15388/infedu.2024.11
Carvajal, J., Suárez, F., & Quiñónez, X. (2018). LAS TIC EN LA EDUCACIÓN UNIVERSITARIA. Universidad Ciencia y Tecnología, 22(89), 31-35. https://uctunexpo.autanabooks.com/index.php/uct/article/view/28
Carvalho, A., Teixeira, S. J., Olim, L., Campanella, S., & Costa, T. (2021). Pedagogical innovation in higher education and active learning methodologies – a case study. Education & Training, 63(2), 195-213. https://doi.org/10.1108/ET-05-2020-0141
Castilla-Polo, F., Licerán-Gutiérrez, A., & Ruiz-Rodríguez, M. a del C. (2022). The adoption of corporate social responsibility active learning methodology with management accounting students. The International Journal of Management Education, 20(1), 100613. https://doi.org/10.1016/j.ijme.2022.100613
Castillo López, M., Romero Sánchez, E., & Mínguez Vallejos, R. (2022). El método fenomenológico en investigación educativa: Una revisión sistemática*. Revista Latinoamericana de Estudios Educativos (Colombia), 18(2), 241-267. https://www.redalyc.org/journal/1341/134175706011/html/
Córdova-Esparza, D.-M., Romero-González, J.-A., Córdova-Esparza, K.-E., Terven, J., & López-Martínez, R.-E. (2024). Active Learning Strategies in Computer Science Education: A Systematic Review. Multimodal Technologies and Interaction, 8(6). https://doi.org/10.3390/mti8060050
Correa Pavi, J. F., & Zúñiga Marín, J. S. (2023). Tendencias en el uso de las TIC de los docentes de una institución educativa privada, Colombia. Voces y Silencios, 14(2). https://doi.org/10.18175/VyS14.1.2023.10
Crous, G., Rodríguez-Rodríguez, J., & Padilla-Petry, P. (2024). Metodologías activas en la educación superior: El caso de la docencia no-presencial durante la pandemia de la Covid-19. Educatio Siglo XXI, 42(1), 9-31. https://doi.org/10.6018/educatio.550001
Da Silva Garcia, F. W., Da Costa Carvalho, E., & Bezerra Oliveira, S. R. (2021). Use of active methodologies for the development of a teaching plan for the algorithms subject. 2021 IEEE Frontiers in Education Conference (FIE), 1-9. https://doi.org/10.1109/FIE49875.2021.9637482
Da Silva Macedo, K. D., Suffer Acosta, B., Bastos da Silva, E., Santini de Souza, N., Colomé Beck, C. L., & Dames da Silva, K. K. (2018). Active learning methodologies: Possible paths to innovation in health teaching. Escola Anna Nery, 22(3). https://doi.org/10.1590/2177-9465-EAN-2017-0435
de Melo, W. S., Braga, H. F. G. M., Cardoso, M. V. L. M. L., Melo, E. S. J., & Monteiro, F. P. M. (2024). Evaluation of an infant development software that contributes to education and professional training. REVISTA LATINO-AMERICANA DE ENFERMAGEM, 32(E4283). https://doi.org/10.1590/1518-8345.7248.4283
Docherty, A., Warkentin, P., Borgen, J., Garthe, K., Fischer, K. L., & Halabi Najjar, R. (2018). Enhancing Student Engagement: Innovative Strategies for Intentional Learning. Journal of Professional Nursing, 34(6), 470-474. https://doi.org/10.1016/j.profnurs.2018.05.001
Dornelas de Souza, E. F., Gaspar Silva, A., & Lima Ferreira da Silva, A. I. (2018). Active methodologies for graduation in nursing: Focus on the health care of older adults. Revista Brasileira de Enfermagem, 71(2), 920-924. https://doi.org/10.1590/0034-7167-2017-0150
Fragoso-Mendoza, M. I., Dávila-Mendoza, R., & López-Ortiz, G. (2023). Importancia y uso de guías para reportar los principales tipos de estudio en investigación médica. Cirugía y cirujanos, 91(2), 277-283. https://doi.org/10.24875/ciru.22000122
Galletta, A., & Cross, W. E. (2013). Mastering the Semi-Structured Interview and Beyond: From Research Design to Analysis and Publication. NYU Press.
García, Á. R. S., Penate, M. U., Armas, R. H., Llanez, E. R. I., Gómez, A. A. H., Di Michele, P. D., & de la Cruz, Y. C. (2024). Estrategias de aprendizajes determinadas por inteligencia artificial en estudiantes universitarios ecuatorianos. Revista Ibérica de Sistemas e Tecnologias de Informação, E70, 474-485. https://www.proquest.com/docview/3094869090/abstract/6BDEE4C505194E28PQ/5
García, M. M. (2021). El Espacio Europeo de Educación Superior y su sello de calidad. Revista Española de Educación Comparada, 37, 153-173. https://doi.org/10.5944/reec.37.202.27728
Georg, C., Karlgren, K., Ulfvarson, J., Jirwe, M., & Welin, E. (2018). A Rubric to Assess Students’ Clinical Reasoning When Encountering Virtual Patients. Journal of Nursing Education, 57(7), 408-415. https://doi.org/10.3928/01484834-20180618-05
Ghezzi, J. F. S. A., Higa, E. de F. R., Lemes, M. A., & Marin, M. J. S. S. (2021). Strategies of active learning methodologies in nursing education: An integrative literature review. Revista Brasileira de Enfermagem, 74(1), 1-10. http://dx.doi.org/10.1590/0034-7167-2020-0130
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260. https://doi.org/10.1163/156916297X00103
Guevara Valtier, M. C., Navarro Rodríguez, D. C., Rueda Sánchez, C. B., Roger, Q. L., Rodríguez Romero, Y. E., & Paz Morales, M. de los Á. (2024). Simulación Clínica y Aprendizaje Basado en Problemas en estudiantes de Enfermería: Propuesta de factibilidad de intervención. Dilemas Contemporáneos : Educación, Política y Valores, XII(1). https://doi.org/10.46377/dilemas.v12i1.4306
Hernandez Sampieri, R., & Mendoza Torres, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw Hill.
Huai, P., Li, Y., Wang, X., Zhang, L., Liu, N., & Yang, H. (2024). The effectiveness of virtual reality technology in student nurse education: A systematic review and meta-analysis. Nurse Education Today, 138, 106189. https://doi.org/10.1016/j.nedt.2024.106189
Jiménez Hernández, D., González Ortiz, J. J., & Tornel Abellán, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado, Revista de Currículum y Formación del Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
Khidhir, R. J., & Rassul, T. H. (2023). Assessing the Validity of Experts’ Value Judgment over Research Instruments. Zanco Journal of Human Sciences, 27(5), 324-343. https://doi.org/10.21271/zjhs.27.5.21
Kweon, J. R., & Choi, B.-S. (2020). Effects of a Psychiatric Nursing Education using Flipped Learning on Learning Transfer Motivation and Learning Self-Efficiency of Nursing College Students. The Korean Data Analysis Society, 22(1), 447-460. https://doi.org/10.37727/jkdas.2020.22.1.447
Lara-Lara, F., Santos-Villalba, M. J., Berral-Ortiz, B., & Martínez-Domingo, J. A. (2023). Inclusive Active Methodologies in Spanish Higher Education during the Pandemic. Societies, 13(2). https://doi.org/10.3390/soc13020029
Li, K., Xu, L., Sun, L., Xiao, J., Tao, L., Luo, Y., Cao, Q., & Li, Y. (2023). The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: A quasi-experimental study. BMC Nursing, 22, 1-10. https://doi.org/10.1186/s12912-022-01080-0
Martínez Valdivia, E., Pegalajar Palomino, M. del C., & Burgos-Garcia, A. (2023). Active methodologies and curricular sustainability in teacher training. International Journal of Sustainability in Higher Education, 24(6), 1364-1380. https://doi.org/10.1108/IJSHE-05-2022-0168
Martínez-Salgado, C. (2012). El muestreo en investigación cualitativa: Principios básicos y algunas controversias. Ciência & Saúde Coletiva, 17(3), 613-619. https://doi.org/10.1590/S1413-81232012000300006
Martín-García, J., & Dies Álvarez, M. E. (2022). An examination of teacher’s goals for a school crystal growing competition: More than having fun. International Journal of Science Education, 44(6), 962-979. https://doi.org/10.1080/09500693.2022.2059121
Martín-García, J., Dies Álvarez, M. E., & Afonso, A. S. (2024). Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010106
Martins-Loução, M. A., Gaio-Oliveira, G., Barata, R., & Carvalho, N. (2020). Inquiry-based science learning in the context of a continuing professional development programme for biology teachers. Journal of Biological Education, 54(5), 497-513. https://doi.org/10.1080/00219266.2019.1609566
Mendez, K. J. W., Piasecki, R. J., Hudson, K., Renda, S., Mollenkopf, N., Nettles, B. S., & Han, H.-R. (2020). Virtual and augmented reality: Implications for the future of nursing education. Nurse Education Today, 93, 104531. https://doi.org/10.1016/j.nedt.2020.104531
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4a). Jossey-Bass.
Moreno, G., Meneses-Monroy, A., Mohamedi-Abdelkader, S., Curcio, F., Domínguez-Capilla, R., Martínez-Rincón, C., Cerro, E. P. D., & Mayor-Silva, L. I. (2024). Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study. Nursing Reports, 14(1). https://doi.org/10.3390/nursrep14010011
Osorio Galeano, S. P., & Salazar Maya, Á. M. (2021). Experiences of Parents of Preterm Children Hospitalized Regarding Restrictions to Interact with Their Children Imposed Because of the COVID-19 Pandemic. Investigacion Y Educacion En Enfermeria, 39(2). https://doi.org/10.17533/udea.iee.v39n2e10
Parra-González, M. E., López Belmonte, J., Segura-Robles, A., & Arturo Fuentes Cabrera. (2020). Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability, 12(2), Article 2. https://doi.org/10.3390/su12020602
Peñafiel Arévalo, E. B. (2023). Evaluación docente y desempeño profesional pedagógico: Percepción del profesorado. Mamakuna: Revista de divulgación de experiencias pedagógicas, 20, 77-90. https://dialnet.unirioja.es/servlet/articulo?codigo=8874512
Pratama, A. (2024). Quality of Accounting Knowledge and Its Impact on Profession. Calitatea: Acces La Success, 25(198), 246-263. https://www.proquest.com/docview/2894970406/abstract/26720B075F504638PQ/7
Ricardo-Barreto, C., Jabba Molinares, D., Llinas, H., Peña Santodomingo, J., Astorga Acevedo, C., Acevedo Rodriguez, P., Baloco Navarro, C., & Villarreal Villa, S. M. (2020). Trends in Using Ict Resources by Professors in Heis (higher Education Institutions). Journal of Information Technology Education-Research, 19, 395-425. https://doi.org/10.28945/4601
Rubin, H. J., & Rubin, I. S. (2019). Qualitative Interviewing: The Art of Hearing Data. Sage Publications.
Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences (5th edition). Teachers College Press.
Silverman, D. (2020). Qualitative Research. SAGE Publications. https://www.torrossa.com/en/resources/an/5019251
Sobral, J. P. C. P., Viana, M. E. R., Lívio, T. A., Santos, A. G. dos, Costa, B. G. de S., & Rozendo, C. A. (2020). Metodologias ativas na formação crítica de mestres em enfermagem. Revista Cuidarte, 11(1), 1-12. http://dx.doi.org/10.15649/cuidarte.822
Staykova, M. P., Stewart, D. V., & Staykov, D. I. (2017). Back to the Basics and Beyond: Comparing Traditional and Innovative Strategies for Teaching in Nursing Skills Laboratories. Teaching and Learning in Nursing, 12(2), 152-157. https://doi.org/10.1016/j.teln.2016.12.001
Tracy, S. J. (2020). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact (1st edition). Wiley-Blackwell.
Vallejo Hernández, J. A. (2023). Experiencias docentes sobre la enseñanza transversal de la semiología en un programa de medicina de una universidad colombiana. Praxis, 19(2). https://doi.org/10.21676/23897856.4712
Veloso, M. D., Correia Pequeno, A. M., & da Silva Negreiros, F. D. (2019). Metodologías activas de aprendizaje en la enseñanza superior de salud: El hacer pedagógico. Revista Ibero-Americana de Estudos em Educação, 14(2), 354-370. http://dx.doi.org/10.21723/riaee.v14i2.11860
Wang, W., Ran, S., Huang, L., & Swigart, V. (2019). Student Perceptions of Classic and Game-Based Online Student Response Systems. Nurse Educator, 44(4), E6-E9. https://doi.org/10.1097/NNE.0000000000000591
Yung-Fu, W., Hsu, Y.-F., Kwo-Ting, F., & Liang-Tseng, K. (2024). Gamification in medical education: Identifying and prioritizing key elements through Delphi method. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2302231
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Karima Abselam-Ali, Concepción Capilla-Díaz, Maria Elena Parra-González
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
