Brain-based Teaching Strategies for Nurse Educators: An Integrative Review

Abstract

PURPOSE: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. METHOD: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms nurs* AND (brain based OR neuroscience) AND (educa* OR learn* OR teach*). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. RESULTS: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. CONCLUSION: Brain-based learning enhances the learning capabilities of undergraduate nursing students.