Abstract
Background: Students often struggle with how to synthesize course content during independent learning outside of class.
Problem: Study strategies may be entrenched in ineffective methods that reinforce misperceptions of learning and undermine the development of metacognitive thinking.
Approach: To promote the development of effective study skills, a scaffolded approach was developed to facilitate students actively engaging with course content outside of class time, based on best practices of brain science-based learning.
Outcomes: Using evidence in the brain science of teaching and learning, Learning Guides were developed to shift the focus of study outside of class time from the "what" to the "how." Preliminary feedback from students in multiple core nursing courses suggests that these guides are an effective tool for student learning.
Conclusion: This brain science-based approach to learning can provide a road map for students to build the essential skills for effective study habits that can lead to durable learning.