Teaching models are essential to provide nursing students with efficient ways to learn. One such model of teaching is the Backward Design (BWD). The aim of BWD is to recognize desired outcomes and then have the student work backward to draw on what was done to reach the desired outcome. BWD facilitates the understanding of a concept by using students’ ability to explain, interpret, apply, perceive, and self-evaluate. It requires students to learn how to explain concepts and how they apply in practice. Since BWD may facilitate student-centered-learning, its use in academia should be recommended, especially for nursing students.
American Association of Colleges of Nursing (2020). Fact sheet: Nursing faculty shortage. Washington, DC, USA: American Association of Colleges of Nursing.
BennerP. (2012). Educating nurses: A call for radical transformation-how far have we come?Journal of Nursing Education, 51(4), 183–184. https://doi.org/10.3928/01484834-20120402-01
CalvilloE.ClarkL.BallantyneJ. E.PacquiaD.PurnellL. D.VillarruelaA. M. (2009). Culture competency in baccalaureate nursing education. The Journal of Transcultural Nursing, 20(2), 137–145. https://doi.org/10.1177/1043659608330354
FrancisM. C.MulderT.StarkJ. (1995). Intentional learning: A process for learning to learn in the accounting curriculum. Amer Accounting Assnt.
8.
HandwerkerS. (2012). Transforming nursing education: A review of current curricular practices I relation to Benner’s latest work. International Journal of Nursing Education Scholarlship, 9(1), Article 21. https://doi.org/10.1515/1548-923X.2510.
IronsideP. M. (2005). Teaching thinking and reaching the limits of memorization: Enacting new pedagogies. Journal of Nursing Education, 44(10), 441–449. https://doi.org/10.3928/01484834-20051001-02
11.
Krisman-ScottM. A.KershbaumerR. M.ThompsonJ. E. (1998). Faculty preparation: A new solution to an old problem. Journal of Nursing Education, 37(7) 318–320. https://doi.org/10.3928/0148-4834-19981001-11
12.
MelnykB. M.Fineout-OverholtE.Gallagher-FordL.KaplanL. (2012). The state of evidence–based practice in US nurses: Critical implications for nurse leaders and educators. The Journal of Nursing Administration, 42(9), 410–417. https://doi.org/10.1097/NNA.0b013e3182664e0a.
13.
National Council of State Boards of Nursing. (2012). RN practice analysis: Linking the NCLEX-RN examination to practice.National Council of State Boards of Nursing.
14.
OermannM. H.TruesdellS.ZiolkowskiI. (2000). Strategies to assess, develop, and evaluate critical thinking. Journal of Continuing Education in Nursing, 31(4), 155–191. https://doi.org/10.3928/0022-0124-20000701-06
15.
RatzerM. B.,JaegerP. (2014). Rx for the common core: Toolkit for implementing inquiry learning. Libraries Unlimited.
16.
SchultzC. (Ed.). (2009). Building a science of nursing education: foundations for evidence- based teaching-learning. National League for Nursing.
ShreeveJ. W. (2008). Beyond the didactic classroom: Educational models to encourage active student involvement in learning. Journal of Chiropractic Education, 22(1), 23–28. https://doi.org/10.7899/1042-5055-22.1.23
19.
SousaD. A. (2011). How the brain learns (4th ed.). Sage.
20.
StassenM. L. A.HerringtonA.HendersonL. (2011). Defining critical thinking in higher education: Determining assessment fit. To Improve the Academy, 30(1), 126–141. https://doi.org/10.1002/j.2334-4822.2011.tb00653.x
21.
TannerC. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204–211. https://doi.org/10.3928/01484834-20060601-04
22.
WhiteW. F. (1997). Why students can’t remember. The problem of forgetting. Journal of Instructional Psychology, 24(2), 140-144.
WigginsG. P.,McTigheJ. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
25.
YildirimB.,OzkahramanS. (2011). Critical thinking in nursing process and education. International Journal of Humanities and Social Science, 1(13), 257–262. https://doi.org/10.5455/aim.2014.22.283-286
