How active learning strengthens nursing clinical judgment in the classroom

Practical active learning teaching strategies for faculty

Active learning doesn’t require a full course overhaul. Small, consistent practices create the biggest impact. Faculty can start with:

Build a small, repeatable tool kit.

Create a core set of flexible active-learning strategies and activity types— such as unfolding cases, think-pair-share prompts, prioritization huddles, or quick clinical reasoning checks — that can be reused across topics.

Leverage existing sample patient scenarios.

Use textbook cases, online resources, and simulations to anchor activities. This reduces prep time and allows faculty to focus on how students engage with material. For example, the Lippincott® DocuCare solutions team offers a downloadable packet of classroom-ready activities with instructor materials.

Treat the classroom like a clinical unit.

Most nursing faculty are nurses first. Set clear expectations, provide cues the way a charge nurse might, guide students through problems, and offer support when needed.

Starting intentionally — even with just one or two fully active class sessions per semester — helps faculty and students adjust while building sustainable active-learning habits.

Ways to overcome faculty resistance

Some faculty hesitate to adopt active learning out of concern for losing control or sacrificing rigor. Others feel unprepared to move beyond slides and lectures.

Reframing the conversation helps: active learning is structured, intentional, and evidence-based. It deepens rigor by directing students toward higher-level thinking aligned with Bloom’s taxonomy.

Active learning is not “all games.” While games can reinforce recall, the most impactful activities ask students to work through unfolding patient cases, simulate care, evaluate priorities, and make decisions under pressure — the real cognitive work of nursing.

Building student buy-In for active learning

Students may resist active learning because passive instruction feels easier. Addressing this early is essential. Faculty can set expectations on day one with a simple, evidence-based explanation:

“You will be thinking, talking, and solving problems in this class. That’s because nurses must practice thinking — not just memorizing.”

When students understand the connection between active learning, performance on the NCLEX, and real-world practice, resistance decreases. Reinforcing that assessments align with active classroom work increases trust and promotes deeper engagement.

If objections escalate to leadership, faculty should stay grounded in the evidence and reinforce the value of maintaining an active-learning approach — no backsliding.

What changes with active learning

Active learning transforms the classroom dynamic. Students talk more, engage in richer discussions, and routinely report feeling more prepared for clinical settings. Many describe leaving class “feeling like nurses.”

Over time, their confidence grows — and resistance fades. Students often begin advocating for active learning across the curriculum, fueling broader program-level change.

Rigor in nursing education doesn’t come from adding more content. It comes from challenging students to think critically, applying knowledge under pressure, and reflecting on their decision-making. As Sherrill reminds students:

“If your brain does not hurt from thinking so hard, I haven’t done my job as an educator.”

Designing classroom experiences that make students think hard prepares them to think clearly when it matters most.

See how Lippincott® Nursing Education solutions support active learning in a concept-based curriculum, giving faculty and students a full set of tools that foster conceptual thinking, clinical judgment, and deeper understanding of patient care.