Nursing Continuing Professional Development and Active Learning Strategies

Abstract

Active learning strategies have significantly improved educational content delivery by shifting the focus from passive knowledge obtainment to active learner participation. This column will define active learning, outline its benefits, provide practical solutions for implementation, and discuss how active learning fosters a dynamic and effective learning environment conducive to achieving desired educational outcomes. These benefits, including enhanced comprehension, improved engagement, and a more effective learning environment, offer a promising outlook for the future of nursing and continuing professional development. [J Contin Educ Nurs. 2025;56(4):129–131.]

In nursing continuing professional development (NCPD), education delivery methods directly impact learners' comprehension, perceptions of learning, and engagement. Active learning is an impactful method that not only shifts the expectation of learning from a passive and often disengaging approach to an active one that engages the learner but also enhances critical thinking, fosters collaboration, and creates an environment for meaningful, effective education. As the demands of health care and the nursing profession evolve, NCPD opportunities must be developed using innovative, evidence-based methods. This column will explore the definition and benefits of active learning, its role in achieving educational outcomes, and practical strategies for implementation in NCPD programs.

What Is Active Learning?

Active learning is an instructional approach that emphasizes learner participation in the educational process. It shifts the focus from instructor-centered education delivery to educational activities that not only suggest but also require learner involvement (^{Theobald et al., 2020}). As a result, it supports the development of skills and competencies necessary for real-world application, making it a powerful tool for achieving educational outcomes (^{DesLauriers et al., 2019}).

Active learning enhances the learner's experience by creating an interactive environment where participants are invested in learning. Research from DesLauriers et al. (²⁰¹⁹) demonstrates that active learning facilitates a deeper understanding of concepts, increasing the likelihood of achieving desired outcomes, including improved grades and test scores. Active learning strategies can incorporate various approaches to learning, including visual, auditory, and kinesthetic methods, all of which technology can enhance. This combination of approaches accommodates diverse learning styles, provides equal opportunities for all learners to succeed, and improves accessibility (^{Freeman et al., 2014}). Active participation naturally boosts students' motivation to learn, as they feel more involved and valued within the educational process. It fosters a collaborative atmosphere, strengthening the sense of community among learners and instructors.

Instructors, speakers, and lecturers can benefit from engaging with learners as it enriches their understanding of diverse perspectives. With active learning, the instructor's role shifts to that of a facilitator through employing deliberate techniques that actively engage students and immerse them in the educational content (^{Elbanna, n.d.}).

Active Learning Versus Engagement Strategies

Active learning strategies represent a stark contrast to traditional passive learning methods. In passive learning, learners absorb information through lectures or reading without engaging. Conversely, active learning requires learners to participate actively in their educational experience. Encouraging learner involvement through discussion, problem-solving, or hands-on activities leads to deeper connections with educational material.

Although the terms are often used interchangeably, active learning and learner engagement strategies are separate and distinct. Active learning refers to specific, intentional techniques designed to stimulate interaction with learners, the educational content, and the learning environment. These techniques require the learner to actively participate in the learning process through discussion, problem-solving, or hands-on activities. On the other hand, engagement strategies encompass broader efforts to maintain learners' interest and focus; they do not necessarily require the learner to be actively involved or for all learners to participate simultaneously. A common example of a learner engagement strategy includes a question-and-answer segment within a presentation. While this approach can potentially engage participants, it remains optional and may result in limited or no active learning.

Examples of Active Learning Strategies

Examples of active learning strategies that encourage collaboration and exchanging ideas in NCPD include think-pair-share activities and technology such as polling. For instance, in a think-pair-share activity, learners can discuss a case study or concept in pairs and then share their findings with the class, promoting critical thinking and knowledge sharing. Reflection exercises and writing prompts can encourage deeper thinking and personal connections to nursing material. Drawing, diagramming, and concept mapping can guide learners to visualize relationships and concepts in patient care. Polling, with discussion, is another method that engages learners in real-time feedback and encourages participation, particularly in a larger group setting.

An approach such as Peyton's Four-Step Method may be particularly effective for educational activities where the environment and scale support more comprehensive active learning strategies (^{Pivač et al., 2021}). This method involves instructors initially demonstrating the task, followed by a detailed, step-by-step demonstration. Next, learners guide instructors through the task before completing the task independently. This approach exemplifies an active learning strategy that facilitates formative feedback and enhances student self-confidence and achievement (^{Pivač et al., 2021}). The adaptability of active learning strategies ensures their applicability in various learning environments, providing reassurance to educators.

Active Learning and Outcome Achievement

Active learning strategies significantly contribute to outcome achievement by fostering deeper engagement and participation in the learning process (^{Savin et al., 2023}). For facilitators of learning, it is crucial to define the desired learning outcome of an activity before designing active learning strategies. Once the learning outcome is established, the strategies that effectively enhance and support learners in achieving that goal can be selected. If learners do not have knowledge of a topic, concepts such as think-pair-share or learning by teaching can support their knowledge attainment. If the learners lack a skill, the active learning strategy may include applying knowledge and could include case study group work or hands-on demonstration. Incorporating the opportunity for role-play or debate may improve learners' ability to transfer their learning to the practice setting. Active learning allows for real-time feedback and adaptation, ensuring learners address gaps in their knowledge, skills, and/or practice and align their efforts with desired learning outcomes. This process reinforces mastery of content and builds confidence and competence, ultimately leading to the successful attainment of learning outcomes and improved patient care.

Practical Strategies for Active Learning in NCPD Accreditation

DesLauriers et al. (²⁰¹⁹) claim that learners often perceive active learning as more challenging compared with didactic, passive learning, despite leading to better outcomes. This perception can be mitigated through several strategies. Introducing active learning strategies at the beginning of the session will help learners understand what to expect and increase meaningful participation. Explaining the rationale behind active learning activities allows learners to appreciate its value.

Within accredited NCPD, when identifying appropriate active learning strategies, it is essential to understand the abilities of the planning committee and target audience. This understanding should be the cornerstone of the planning process, as it ensures that the strategies chosen are effective and respectful of the learners' needs and capabilities. Consider the following when choosing active learning strategies for educational activities:

What type of learning environment will the activity be set in?

Will there be tables to complete group work? Can the activity be held outside of the classroom setting?

Does the planning committee have access to and skills to use technology that can enhance active learning strategies?

What type of technology will be selected for the active learning strategy? And does the target audience have that capability for use? Or will the target audience benefit from pen and paper or other non-technological tools?

Are the strategies identified accessible?

These questions will help shape the selection of active learning strategies that meet the needs of planners, presenters, learners, and the learning environment. Although technology can enhance active learning strategies, its effectiveness does not rely on extensive resource investment (^{Savin et al., 2023}). The practical implementation of these strategies, tailored to the audience's needs and aligned with desired outcomes, ensures their effectiveness and sustainability.

When integrating active learning into the educational design process, evaluating the extent to which active learning strategies are currently embedded within the existing activity is crucial (^{WGU Labs, 2024}). For example, the chosen evaluation method may also be an active learning strategy (e.g., completing a case study or an adaptive learning module). The next step is to ensure that real-time feedback is incorporated, a core principle in active learning, such as formative feedback, peer review, or embedding rationales to case studies or test questions. These steps can identify opportunities to reimagine the learning environment and encourage greater involvement in the educational experience (^{WGU Labs, 2024}).

Conclusion

Active learning strategies have proven transformative in professional development. They create educational environments where learners and facilitators of learning thrive by fostering a deeper understanding and accommodating diverse learning styles. Ultimately, active learning enhances educational experiences and empowers learners to take ownership of their learning journey, leading to meaningful and enduring success.

References

DesLauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257. 10.1073/pnas.1821936116

Elbanna, A. (n.d.).7strategies for active learning in online continuing education. Skolera. https://blog.skolera.com/strategies-for-active-learning-in-online-continuing-education/

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. 10.1073/pnas.1319030111

Pivač, S., Skela-Savič, B., Jović, D., Mediha, A., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students' programs—A group interview. BMC Nursing, 20, 173. 10.1186/s12912-021-00688-y

Savin, M., Bordelon, C., Moss, C., & Baker, L. (2023). Using active learning to evaluate student competency beyond clinical skills. The Journal for Nurse Practitioners, 19(5). 10.1016/j.nurpra.2023.104596

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L. 2nd, Jordt H., Keller M., Lacey M. E., Littlefield C. E., Lowe A., Freeman S.,(2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. 10.1073/pnas.1916903117

WGU Labs. (2024, July). Adding active learning approaches to competency-based education. 66aa96aa4edd37e560810076_CBE Active Learning Download.docx.pdf