Impact of an Active Learning Strategy on Learner Engagement in a Transition to Practice Program

Abstract

Research is abundant in the use of active learning rather than lecture. The effect on engagement on knowledge retention is also abundant. Most of the studies focus on secondary and higher education. Less research has been found on the link between active learning and engagement especially in transition to practice programs (TTP). Guidelines on content delivery in TTP is minimal. In this prospective, cross-sectional, quasi experimental project, the impact of an active learning strategy on learner engagement was studied. The sample was 14 new nurse graduates of mostly female gender of Millennial generation in a local transition to practice program. The methods included an active learning strategy for the intervention and use of the ASPECT survey by Wiggins et al., (2017) in a pre/post-test format for evaluation. The results concluded that the active learning strategy did increase learner engagement (z = -2.20, p <.001, with a medium effect size, r = .42). This study is important as it is one of the first to look at the need to change the format of remedial education in transition to practice programs to better meet the needs of the incoming workforce and improved bedside care. The study also aids the organization with new graduate engagement during the remediation of core concepts. By investigating new active learning strategies that increase engagement, the organization hopes to improve the learning of the new graduates thereby increasing knowledge.