Dr Bikasih Thapa & Dr Maheswar Prasad (Nepal) - Hideo Wada MD PhD (japan) - Dr a Lavra Castrocatesana (Mexico) - Dr Mrs N.M. Hettiarachechui (Srilanka) - Dr Jorge Aldrete Velasco (Mexico) - Prof Hans Peter Kohler (Switzerland) - Dr Hermanus Suhartono S Sp.OG(K) PhD - Dr Isabel Pinheiro (Portugal) - Dr Suranga (Srilanka) - Jovia Dino Jansen Amsterdam,Holand - Hideo Wada MD PhD University Graduate School of Medicine Departement of Moleculer and Laboratory Medicine Japan - DR Bikash Thapa Internal Medicine Nepal University - DR Maheswar Prasad Internal Medicine Nepal University - Dr a Lavra Castro Castresana Colegio de Medicina interna de Mexico - Dr Suransa Manilgama University of Srilanka Internal Departement Medicine - Dr Mrs N.M. Hettiarachechui University of Medicine Srilanka - Dr Jorge Aldrete Velaso .Colegio de Medicina Interna de Mexico - Prof Hans Peter Kholer M.D FACD Profesor of Medicine University ot Switzerland - Dr Ramezan Ali Atace . Baqiyatallah University of Medical Sciences Departement of Micrology Tehran Iran - Ezekiel Wong Toh Yoon Dr. Gastroenterology of Japan - D Eric Beck,MD Bethesda Hospital Capitol Boelevard St Paul USA - Dr Emine Guderen Sahin Istambul University of Internal Medicine Turky - Dr Selmin Toplan Istambul University - Dr Nicholas New Australia - Dr Kughan Govinden. Tropical Infection of Internal Medicine Malaysia - Dr Godfrey M Rwegerera Princes Marina Hospital Bostwana -

Author : Hamdoni K. Pangandaman*, Ritchel P. Boloron, Joy Hope C. Lambayong, Mona Liza G. Ergas, Romanoff M. Raki-in, Sittie Ainah M. Mai-Alauya, Jonaid M. Sadang, Ashley A. Bangcola, Paulo Carl G. Mejia, Nursidar P. Mukattil


The changing pattern of gaining knowledge and learning skills in response to the evolution of the nursing curriculum and generational cohorts gap is a great challenge for the nurse educators in todays generation. This paper has the goal to review the classroom pedagogical approaches in nursing education and analyze how efficient a certain pedagogy to the teaching-learning process of the student nurses. Nevertheless, it is generally accepted that the different pedagogy may depend on the nature of the learners, therefore, it is favorably considered relative. The systematic review involves the elements of population, the nursing students, innovative classroom learning pedagogy as intervention/s, reviewed in comparison to the traditional learning pedagogy and outcome/s desired is the active learning engagement and improved learning competencies of the student nurses. From three hundred twenty-one research articles identified through academic database searching, ten studies were included as it fulfilled the inclusion criteria after rigorous screening for eligibility and appraisal. The reviewed innovative pedagogies such as flipped classroom, collaborative classroom stimulation, self-directed learning, mastery modeling, used of apple technology, clicker technology, utilizing team-based learning, and application of expert patient illness narratives, have aimed for the engagement and enhancement of active learning and critical thinking of the learners. Underpinned by several studies, these pedagogies are significantly framed to dynamically explicit more interactive learnings. Predominantly, it provides the nurse educators a pedagogical repertoire in conceptualizing best to its finest pedagogy for student-centered nursing curriculum as perceived to be necessary and applicable to constantly connect with the learners. Innovative, Classroom Pedagogy, Nursing Education, Student Nurses.

[ PDF ]


Every article submitted to IJHMCR is screened by Turnitin software.





Flag Counter