Recalibrating Nursing Education: A Call to Action for Moving from Pedagogy to Andragogy.

Abstract

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.