Faculty in a two year second entry nursing program face many challenges when engaging students in learning that is intended to help them develop professional competencies and an identity as a nurse. To address ways of supporting students’ engagement, Choice Architecture (Thaler, Sunstein & Balz, 2010) inspires some thought. Choice architects create conditions in which choices are made. In that environment the choice architect uses Nudges, actions that promote behavior change (Hansen & Jespersen (2013)).
In this presentation, Type 2 (reflective and rational) Transparent Nudges will be discussed. These help students understand the reason behind prompting behavior change, and valuing the theoretical base for that learning. If a “Nudge” of the student towards developing particular competencies and capacities is made explicit by Faculty, students may more readily appreciate the theoretical dimensions of their learning. This poster presentation will illustrate how the Transparent Nudge is enacted, for example, asking students to discuss clinical assessments in light of developing professional competencies in an essay assignment, or helping them consider how a particular pedagogy or theoretical perspective can engage them in a certain type of learning.
This poster will provide a base for discussions among the presenter and participants through a textual presentation of these ideas. It is hoped the focus of the discussions will contribute to ideas for including rationale for students’ learning through the program of study, along with encouraging reflection on the contributions of this learning to their development as a health care professional.
Hansen, P. & Jespersen, A (2013) Nudge and the manipulation of choice: A framework for the responsible use of the nudge approach to behavior change in public policy. European Journal of Risk Regulation 1, 3-28.
Thaler, Richard H. and Sunstein, Cass R. and Balz, John P., (2010) Choice Architecture .Available at SSRN:
http://ssrn.com/abstract=1583509 or
http://dx.doi.org/10.2139/ssrn.1583509
