Background: Curricular revision and engaging students in learning are important aspects of preparing students for a complex health care environment. The purpose of this study was to identify student perceptions of active learning practices incorporated into the junior year of a new curriculum.
Method: A descriptive qualitative design using focus group interviews for data collection was used to explore student perceptions of stress, engagement, and self-directed learning in an active learning environment.
Results: Three themes emerged from the data, including Feeling Stressed and Overwhelmed, Coping With Stress, and Being Prepared.
Conclusion: The results of this study highlight how students responded to the increased stress of junior-year nursing courses and the lessons learned by both the students and the faculty teaching junior-year nursing students after a curricular revision and subsequent change in teaching strategies. [J Nurs Educ. 2017;56(6):337-342.].
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