Nursing Authentic Learning Theory Presentation Module

Nursing Authentic Learning Theory Presentation Module

In this module, the objects were achieved by a greater percentage. Students were first exposed to one of the practical case study. Hence psychologically they were prepared on what was expected of them in real life at the end of the learning process. This would make them more focused and objective in their studies, discussions, and consultations. The exposure also arouses passion in some of the students who were in darkness on what was expected of them during practice in the community. In the end, the students were confident and competent in their operations.


Prior exposure to the case made students develop the determination to gain knowledge and develop skills in the subject. The module enables students to be self-explorative, innovative and think critically as they learn on their own (Yoo & Park, 2015). Group discussions and class presentations boost deeper understanding and internalizing of the knowledge gained. The module takes care of all forms of learning modes as each student will focus on the mode that works best for him/her. In the course of learning, students can identify gaps that exist in the available knowledge, on which to base their researches on.

Suggestions for improvement

The professional ought to work more closely with the students in the course of learning to shade light on every point and put emphasize on some points that matter most.


Narrative pedagogy

In this module, achievement of objectives is relative. It depends on person sharing and the interest of the students listening. The objectives were partially achieved because the students were limited to one mode of learning that was audial, while others learn better using other modes.


The module improves the relation between teacher and the students. Dilemma questions posed in the course of learning allows the students to think critically. The module improves the level of imaginations of the students. Personal experiences help the student to understand the illustrated point above all it inspires them (Levett-Jones, Bowen & Morris, 2015).  However, the objectives were general and shallow and for them to be achieved depends on the presenter and attention of the student. The module is limited to the listening mode of learning only.

Suggestions for improvement

Other modes of learning such as visual by use of charts and pictures ought to be involved to make the module more effective.




Levett-Jones, T., Bowen, L., & Morris, A. (2015). Enhancing nursing students’ understanding of

threshold concepts through the use of digital stories and a virtual community called

‘Wiimali’. Nurse education in practice15(2), 91-96.

Yoo, M. S., & Park, H. R. (2015). Effects of case‐based learning on communication skills,

problem‐solving ability, and learning motivation in nursing students. Nursing & health

sciences17(2), 166-172.