The Faculty Voice: Perceptions of Durable Learning

Abstract

Background:

Nursing faculty must rethink teaching strategies to transfer knowledge learned from the classroom to the clinical setting, known as durable learning. This study explores faculty perceptions of durable learning techniques in undergraduate baccalaureate nursing education.

Method:

Consented faculty (n = 28) from two large universities completed a 19-question electronic survey. Descriptive analysis was completed on the demographic questions, and content analysis was completed on the open-ended qualitative survey responses.

Results:

Case studies, group discussions, written assignments, and simulation were valued teaching techniques. Conversely, the flipped classroom design was reported as ineffective. Mixed results were reported for readings and lectures. The greatest barrier to implementing durable learning teaching techniques was lack of time. Participants lacked evaluative measures of outcomes.

Conclusion:

Findings revealed the need for additional research to support evidenced-based durable learning, including developing and validating a tool to evaluate durable learning in nursing education.