Faculty as Learners: Neuroscience in Action

Barbara J. Patterson, Susan Forneris

Research output: Contribution to journalArticlepeer-review


Background: Today’s nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. Method: For this descriptive study, nurse faculty (N = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator’s teaching practice. Results: Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time. Conclusion: The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education.

Original languageEnglish (US)
Pages (from-to)291-297
Number of pages7
JournalJournal of Nursing Education
Issue number5
StatePublished - May 2023
Externally publishedYes

Bibliographical note

Funding Information:
The authors thank Dr. Michelle Moulton and Dr. Rachel Onello for their pursuit of excellence in nursing education and multiple intellectual conversations on neuroscience and learning. This study would not have been possible without the spirit of inquiry of the participants and the ongoing support of the National League for Nursing and its commitment to nurse educators.

Publisher Copyright:
© 2023 Slack Incorporated. All rights reserved.

PubMed: MeSH publication types

  • Journal Article


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