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The Betty Irene Moore School of Nursing

The Betty Irene Moore School of Nursing

Educational approaches

The Betty Irene Moore School of Nursing strives to promote academic excellence and success with each student admitted to our school. Faculty and students work together to create an environment that promotes leadership, interprofessional education, transformative research and cultural inclusiveness. Faculty use innovative teaching and learning approaches to address the variety of learning styles and encourage students to become active, student-directed learners. We appreciate that students process information in multiple ways. Examples of teaching and learning approaches used to promote adult learning in the School of Nursing include student-directed learning, team-based learning, flipped classroom, and the Meyer-Briggs Type Indicator.

Student-directed learning

Student with faculty member

 Student-directed learning is a fundamental aspect of the graduate student experience at the Betty Irene Moore School of Nursing. Student-directed learning is based on an adult-learning theory and practice.  Adult-learning theory is a set of assumptions about the learning styles seen in adults in a collaborative environment between the instructor and students. Students are responsible for determining and identifying their own learning styles and pursuing learning resources and strategies to maximize their learning experiences.

Our faculty work closely with students to facilitate and reinforce student-directed learning. This learning style places an emphasis on problem solving, independent thinking and individual accountability, and also empowers students to fulfill their own individual learning needs. This method provides the student with an active role in their education by promoting class engagement and active learning, which will be essential aspects of their future careers. Students and faculty maintain a partnership relationship, based on mutual respect.

Team-based learning

Team-based learning presents an opportunity for interprofessional graduate students to develop new leadership skills and promotes the value of teamwork and communication. Students work together in group projects requiring cooperation, as well as appreciation and integration of differing perspectives and approaches. Additionally, this method prepares students for interprofessional team collaboration, consistent with the practice and research environment. The benefits of this method include increased confidence and motivation for developing skills in small or large group interactions.

Myers-Briggs Type Indicator (MBTI)

Students in library

The Myers-Briggs Type Indicator is a trusted personality assessment widely used in businesses and various workforces. The MBTI measures psychological types and preferences. The purpose of the assessment is to provide an understanding of different personality types. Graduate students who choose to take the MBTI assessment have their confidential results delivered to them. The report of the assessment is categorized into four segments, and creates 16 possible types: Extraversion or Introversion (E or I), Sensing or Intuition (S or N), Thinking or Feeling (T or F), Judging or Perceiving (J or P). There is no type that is superior to the other, as all types are equally significant. The MBTI aims to help students and professionals better interpret their strengths and weaknesses in the classroom and workplace and to enhance team work capacity. For more information on the Myers-Briggs Type Indicator personality assessment, please visit: http://www.myersbriggs.org/

Flipped classroom

The traditional model in the classroom consists of the students learning the content in the class and then going home to apply what they learned in the classroom in order to complete homework assignments or projects. The flipped classroom is an alternative way of teaching, where the students learn content at their own paces by watching recorded lectures, completing the readings, and reviewing other learning resources, so that class time focuses on discussion, application and analysis guided by the instructor. As a result, there is more flexibility to accommodate learning differences. Students have the opportunity to make optimal use of the time they spend in the classroom through synthesis and application of the content in collaboration with faculty and student colleagues.