A knowledgeable and insightful instructor is the key to effective learning. Nursing faculty must call upon a knowledge base in learning and teaching as well as an extensive repertoire of useful strategies to reach learning goals.

During the past decade, there has been a shift in thinking about the educational process among faculty in higher education: from the "Instruction Paradigm," to the "Learning Paradigm." The new structure involves the students actively constructing their own knowledge, whereas the teacher's job changes to one of manipulating the environment to allow active student discovery of knowledge.
Although students need to know certain facts before they can apply and critically think about them, students need time and help in applying essential facts after learning them cognitively. Learning experts report that student retain only 20% of what they hear in a lecture and even less of what they read on their own. Students retain more when they are active participants in the processing the information rather than passive recipients of knowledge. Outcomes faculty members need to produce in their students are the ability to think critically, problem solve, and remember and apply pertinent information (Ulrich & Glendon, 1999).

Faculty must select learning strategies that enhance his/her teaching and adhere to sound educational principles such as those proposed by Chickering and Gamson (1993). Specifically, our strategies should meet the seven principles of good practice in undergraduate education:

• encourage contact between students and faculty
• develop reciprocity and cooperation among students,
• encourage active learning,
• gives prompt feedback,
• emphasize time on task,
• communicate high expectations, and
• respect diverse talents and ways of learning.
  

References:

• Chickering, A., & Gamson, Z. (1993). Seven principles of good practice in undergraduate education. Retrieved February 25, 2003, from http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
• Ulrich, D., & Glendon, K. (1999). Interactive group Learning: Strategies for nurse educators. Philadelphia: Springer Publishing.