Nursing education perspectives · 2026
Recalibrating Nursing Education: A Call to Action for Moving from Pedagogy to Andragogy.
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Porter-O'Grady Tim, Malloch Kathy, Scott Kathy
Аннотация
AIM: The time has come for nursing education to fully abandon historic pedagogical models and embrace andragogical principles that honor the adult learner's capacity for self-direction and ownership of their professional development.
BACKGROUND: Evidence demonstrates that andragogical approaches that emphasize self-direction, experiential learning, and problem-centered education better serve adult learners. Yet formal deep embrace remains uneven across nursing programs globally.
METHOD: This analysis examines evidence distinguishing pedagogical from andragogical approaches in nursing education.
RESULTS: Andragogical approaches incorporating neuroscience principles consistently outperform traditional methods. Nursing graduates from adult learning-centered programs demonstrate stronger critical thinking, clinical reasoning, and professional confidence. Effective strategies include problem-based learning, peer teaching, simulation experiences, and technology-enhanced environments that support learner autonomy and collaborative practice.
CONCLUSION: The profession cannot continue preparing nurses using obsolete educational models. This transformation demands comprehensive curriculum redesign, faculty development in adult learning competencies, and strategic technology integration.
BACKGROUND: Evidence demonstrates that andragogical approaches that emphasize self-direction, experiential learning, and problem-centered education better serve adult learners. Yet formal deep embrace remains uneven across nursing programs globally.
METHOD: This analysis examines evidence distinguishing pedagogical from andragogical approaches in nursing education.
RESULTS: Andragogical approaches incorporating neuroscience principles consistently outperform traditional methods. Nursing graduates from adult learning-centered programs demonstrate stronger critical thinking, clinical reasoning, and professional confidence. Effective strategies include problem-based learning, peer teaching, simulation experiences, and technology-enhanced environments that support learner autonomy and collaborative practice.
CONCLUSION: The profession cannot continue preparing nurses using obsolete educational models. This transformation demands comprehensive curriculum redesign, faculty development in adult learning competencies, and strategic technology integration.