Abstract
Active learning within nursing education assists in the engagement and retention of knowledge among students (Bristol et.al, 2019). The Know, Want to Know, Learned, Application – Reflection (KWLA-R) teaching tool was implemented as an innovative strategy for prework and active learning within a concept-based nursing curriculum. This approach aimed to promote active engagement and critical thinking through scaffolding knowledge (Coffman, et. al, 2023). The adaptation was executed in a hybrid format: students first completed the initial half of the KWLA-R as a ticket prior to the didactic session, answering what they already knew and what they wanted to learn about assigned didactic content. This preliminary activity activated prior knowledge, set clear learning expectations, and identified areas for growth. Following the interactive didactic sessions, students submitted the second half of the KWLA-R, reflecting on what they had learned and how they might apply this knowledge in clinical practice. Additionally, students completed a reflection piece, describing how they could utilize the covered topics during clinical experiences. This process fostered self-assessment, metacognition, and integration of theory with practice, while also highlighting areas requiring further focus or reinforcement.
Students had engaged participation, strong reflection on didactic content to clinical reasoning and enhanced understanding of clinical relevance. Moreover, the format provided faculty with valuable benchmarks for assessing students’ grasp of the material in a low-stakes setting, informing targeted instructions and curricular adjustments. The hybrid KWLA-R approach supported active learning by progressively building knowledge and promoting reflective practice. This implementation suggests that this low-stakes adaptable method offers a valuable addition to concept-based nursing curricula, fostering a learner-centered environment. Further, it provided students with self-created study guides to critical content review ahead of high-stakes exams. This application of the KWLA-R proved to be a valuable tool within nursing education in a concept-based program, fostering the development of content-competent, reflective students and providing meaningful insights for both learners and faculty.
Notes
References:
Al-Omari, E., Dorri, R., Blanco, M., & Al-Hassan, M. (2024). Innovative curriculum development: embracing the concept-based approach in nursing education. Teaching and Learning in Nursing, 19(4), 324-333. doi: https://doi.org/10.1016/j.teln.2024.04.018.
Bristol, T., Hagler, D., McMillian-Bohler, J., Wermers, R., Hatch, D., & Oermann, M.H. (2019) Nurse educators' use of lecture and active learning. Teaching and Learning in Nursing,14(2), 94-96. doi: https://doi.org/10.1016/j.teln.2018.12.003.
Coffman, S., Iommi, M., & Morow, K. (2023). Scaffolding as active learning in nursing education. Teaching and Learning in Nursing, 18(1), 232-237. doi: https://doi.org/10.1016/j.teln.2022.09.012.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students' engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. doi: https://doi.org/10.3946/kjme.2020.159
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8-43. https://doi.org/10.1177/1529100620973974
Sigma Membership
Gamma Kappa
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Advances in Education, Competence, Curriculum Development, Teaching and Learning Strategies, Teaching, Learning Strategies, Clinical Competence, Nursing Education, Teaching Aids
Recommended Citation
Adams, Amanda, "Interactive Insights: Using KWLA-R© to Spark Active Learning and Reflection in Nursing" (2026). International Nursing Research Congress (INRC). 211.
https://www.sigmarepository.org/inrc/2026/presentations_2026/211
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-25
Interactive Insights: Using KWLA-R© to Spark Active Learning and Reflection in Nursing
Toronto, Ontario, Canada
Active learning within nursing education assists in the engagement and retention of knowledge among students (Bristol et.al, 2019). The Know, Want to Know, Learned, Application – Reflection (KWLA-R) teaching tool was implemented as an innovative strategy for prework and active learning within a concept-based nursing curriculum. This approach aimed to promote active engagement and critical thinking through scaffolding knowledge (Coffman, et. al, 2023). The adaptation was executed in a hybrid format: students first completed the initial half of the KWLA-R as a ticket prior to the didactic session, answering what they already knew and what they wanted to learn about assigned didactic content. This preliminary activity activated prior knowledge, set clear learning expectations, and identified areas for growth. Following the interactive didactic sessions, students submitted the second half of the KWLA-R, reflecting on what they had learned and how they might apply this knowledge in clinical practice. Additionally, students completed a reflection piece, describing how they could utilize the covered topics during clinical experiences. This process fostered self-assessment, metacognition, and integration of theory with practice, while also highlighting areas requiring further focus or reinforcement.
Students had engaged participation, strong reflection on didactic content to clinical reasoning and enhanced understanding of clinical relevance. Moreover, the format provided faculty with valuable benchmarks for assessing students’ grasp of the material in a low-stakes setting, informing targeted instructions and curricular adjustments. The hybrid KWLA-R approach supported active learning by progressively building knowledge and promoting reflective practice. This implementation suggests that this low-stakes adaptable method offers a valuable addition to concept-based nursing curricula, fostering a learner-centered environment. Further, it provided students with self-created study guides to critical content review ahead of high-stakes exams. This application of the KWLA-R proved to be a valuable tool within nursing education in a concept-based program, fostering the development of content-competent, reflective students and providing meaningful insights for both learners and faculty.
Description
This session will discuss an innovative application of the KWLA-R teaching tool to foster active learning, reflective practice, and critical thinking within a concept-based nursing education framework. Additionally, participants will acquire insights into an easily implementable, low-stakes active learning strategy that offers analytical and pedagogical benefits for both students and faculty.