A roadmap to a structured learning strategies curriculum for nursing students: Pitfalls & stepping stones

Dr Marsha Nicholson-Ramdeen1, Ms Lauren Orlando1, Dr Roxann Lewis-Roberts1

1St.George’s University, True Blue, Grenada

Located on the Caribbean island Grenada, St. George’s University (SGU) is a medical, veterinary and undergraduate University. In 2016, the School of Arts & Sciences introduced the Bachelor’s Degree in General Nursing. This three-year program prepares students for the Regional Examination for Nurse Registration (RENR) that allows licensure as a registered nurse in CARICOM member states. In the Caribbean, the transition to university life under a North American schooling system is challenging to students. The varied study styles, work intensity, structure and frequency of testing which is predominantly multiple choice questions is different from the conventional short and/or long answer question format. SGU places emphasis on the development of critical thinking skills from active learning. Realizing the disparity between educational models, a course that helps students learn and develop university skills was implemented. The Department of Educational Services (DES) is the student support center at SGU that consist of many divisions including the learning strategies unit (LSU). LSU assists students in the development of their individual learning styles making them better self-regulated learners. LSU embarked on the development of a Learning Strategies for the Nursing curriculum in conjunction with the faculty development program (FDP). This presentation seeks to provide tactical skills for strategist and educators to implement in their own programs for international students entering tetiary education. The FDP for this project focused on: planning your class for active learning, aligning learning outcomes with learning activities and assessment, approaches to teaching that enhance student approach to learning and assessment for learning.


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