The nursing professional development (NPD) practitioner understands that all learners do not receive and retain information the same by recognizing that learning styles vary. Delivering information using a traditional lecture-based approach can be challenging for neurodiverse individuals, impacting knowledge retention and occupational longevity. As described in the NPD Scope and Standards of Practice, 4^th edition (Harper & Maloney, 2022), the nursing professional development (NPD) practitioner acts as a learning facilitator and “uses the educational design process and adult learning principles to bridge the knowledge, skills, and/or practice gaps identified through learning needs assessment and evaluation of outcomes” (p. 31). The NPD practitioner can use an inclusive approach to the educational design process and enhance the learning of neurodiverse members of the healthcare team by considering how education can be presented to support learning in neurodiverse individuals. Instructional strategies that facilitate learning in neurodivergent individuals may also benefit neurotypical individuals. In this article, we discuss approaches to nursing education that incorporate brain-based learning concepts and consider the experiences of neurodivergent individuals.

Neurodiversity Explained

There is no universal agreement on the definition or classification of neurodiversity, and it continues to evolve (American Psychological Association [APA], 2023). Neurodiversity refers to “the diversity of minds and brains that exist among all people.” Even individuals who would consider themselves “neurotypical” can think or see things differently. Neurodivergent or neurodiverse are umbrella terms encompassing neurodevelopmental conditions such as autism, attention-deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, and Tourette syndrome (Black et al., 2024; Doyle, 2020). Across the general public, 15-20% of individuals identify as neurodivergent (Doyle, 2020). It is estimated that this figure is reflective of healthcare workers; therefore, understanding the way neurodivergent nurses receive information can be useful for nursing professional development practitioners. Incorporating neurodiversity into nursing education necessitates adapting educational interventions to accommodate varied neurological requirements, establishing an inclusive learning environment.

What Is Brain-Based Learning?

Brain-based learning (BBL) is an educational strategy that uses the science of how the brain processes information to guide teaching strategies. Jensen (2008, pp.410) defines brain-based education as the “engagement of strategies based on principles derived from an understanding of the brain.” Research findings from neuroscience have informed BBL principles, one being the recent paradigm shift of education being teacher-focused to learner-centered (Chang et al., 2022). BBL engages different parts of the brain by integrating multisensorial learning (visual, auditory, kinesthetic) to enhance memory and attention capacity (Chang et al., 2022). By understanding how the brain receives, processes, and stores information, course content can be tailored to support adult learners' engagement with and application of the information presented.  

Benefits of Tailoring Educational Interventions

NPD practitioners should tailor educational interventions for neurodiverse individuals in an effort to create an effective and inclusive learning environment. Personalized learning paths that allow nurses to learn according to their neurological preferences, such as studying independently, can facilitate further understanding of the content (Frawley, 2023). Adapting instructional approaches to accommodate different learning styles and neurological needs can boost learner participation and enthusiasm, leading to improved engagement.

Strategies for Promoting an Inclusive Learning Environment

The published literature in supporting the learning of neurodiverse nursing professionals is limited. In our experience as NPD practitioners, we have found the following as helpful strategies to serve neurodiverse learners (Freeman & Wash, 2013).

Strategy - Description	Suggestion	Cognitive Benefit
Spaced Repetition and Chunking - Use of spaced repetition and chunking to improve long-term recall.	During medication administration training, introduce short portions of information regarding various drug classes and review them in subsequent sessions.	Improves memory consolidation and lessens cognitive stress.
Multisensory Approaches - Use of visual, aural, and kinesthetic learning exercises to accommodate individual sensory preferences.	Use lectures, hands-on experience, visual aids, and interactive simulations to teach clinical processes.	Enhances information and caters to varied learning styles.
Brain Breaks - Taking small training breaks to avoid cognitive fatigue and improve attention.	After 45 minutes of complex instruction, perform a five-minute stretching or relaxing activity.	Prevents weariness and improves attention.
Collaborative Learning - Encouraging teamwork and peer learning with group activities and conversations.	Organize small group discussions on patient case studies to encourage nurses to contribute their views and solutions.	Promotes teamwork and a sense of community.
Storytelling and Real-Life Applications - Use of tales and real-life experiences to retain the information	Share a challenging patient condition case study, then discuss nursing approaches and outcomes.	Enhances the content and makes abstract concepts more tangible.
Active Learning Strategies - Encouraging nurses to solve problems and think critically.	Simulation-based learning allows nurses to practice emergency response in a safe environment.	Encourages a more profound understanding and application of knowledge.

This checklist can be used as an example of how you can review your content or deliverables associated with an educational experience to promote an inclusive learning environment.

5 Practical Strategies for Implementing Brain-Based Learning

These strategies reflect our experience as NPD practitioners in fostering an inclusive and effective learning environment that aligns with the NPD Scope and Standards.

1. Assess Nurses' Learning Styles and Tailor Educational Programs

Description: Identify individual learning preferences and neurological needs to customize educational programs that optimize learning outcomes.
Example:

• Conduct a pre-training assessment using tools like learning style inventories or surveys.
• Use results to design programs incorporating visual aids for visual learners, hands-on activities for kinesthetic learners, and structured discussions for auditory learners.

Relevant NPD Standard—Standard 1: Assessment

• The NPD practitioner collects data and information to comprehensively understand learners' needs.

2. Create an Inclusive Curriculum

Description: Develop a curriculum that employs a variety of teaching approaches to accommodate diverse learning styles, ensuring inclusivity.
Example:

• Integrate a mix of case-based learning, interactive simulations, storytelling, and reflective practices into training.
• Use these methods during clinical skills workshops to support diverse learners' needs.

Relevant NPD Standard—Standard 2: Identification of Educational Needs and Outcomes

• The NPD practitioner ensures that educational interventions align with learners' needs, emphasizing inclusivity.

3. Provide Training on Brain-Based Learning for Educators

Description: Train educators to understand and apply brain-based learning principles, emphasizing the importance of neurodiversity in the workplace.
Example:

• Organize workshops or webinars for educators on the neuroscience of learning, focusing on spaced repetition, chunking, and multisensory approaches.
• Provide resources on how these strategies improve engagement and retention.

Relevant NPD Standard—Standard 7: Professional Development and Practice

• The NPD practitioner enhances the professional development of educators, equipping them with innovative instructional methods.

4. Gather Continuous Input From Nurses

Description: Regularly collect feedback to adapt teaching strategies to meet evolving learner needs effectively.
Example:

• Use post-training surveys or focus groups to evaluate the effectiveness of teaching strategies.
• Implement suggested changes, such as adjusting session pacing or incorporating additional hands-on practice.

Relevant NPD Standard—Standard 4: Evaluation

• The NPD practitioner evaluates the effectiveness of learning activities and adapts strategies based on participant feedback.

5. Foster Supportive Learning Environments

Description: Create a welcoming atmosphere where learners feel safe to engage, participate, and thrive.
Example:

• Design training spaces that reduce distractions and support focus, such as quiet, well-lit rooms with comfortable seating.
• Incorporate brain breaks and mindfulness exercises to enhance focus and reduce cognitive fatigue.

Relevant NPD Standard—Standard 5: Implementation

• The NPD practitioner ensures the educational environment is conducive to learning and supports all participants.

Summary Table of Strategies

Strategy	Example	Relevant NPD Standard
Assess Nurses' Learning Styles	Pre-training surveys to customize teaching approaches.	Standard 1: Assessment
Create an Inclusive Curriculum	Use simulations, storytelling, and reflective practices.	Standard 2: Identification of Educational Needs and Outcomes
Provide Training on Brain-Based Learning	Workshops on neuroscience and instructional strategies.	Standard 7: Professional Development and Practice
Gather Continuous Input from Nurses	Post-training surveys to refine teaching methods.	Standard 4: Evaluation
Foster Supportive Learning Environments	Quiet, distraction-free training spaces with brain breaks.	Standard 5: Implementation

Improving the Learning Experience for Neurodivergent Nurses

Integrating BBL principles and embracing neurodiversity within NPD aligns seamlessly with the NPD scope and standards of practice. By fostering inclusivity and tailoring educational strategies to the diverse learning needs of neurodivergent and neurotypical nurses, we not only enhance their professional growth but also strengthen their engagement and proficiency. These efforts pave the way for a supportive learning environment where nurses can thrive and reach their full potential. Ultimately, we feel that prioritizing inclusive and effective learning experiences may support improved patient care, enhanced teamwork, and better healthcare outcomes—benefiting both individual nurses and the broader healthcare system.

How is your organization supporting brain-based learning or addressing neurodiversity in nursing professional development? Are there innovative strategies you've found effective in creating inclusive learning environments? Join the group discussion on The Neighborhood.

References

• American Psychological Association (APA). (2023). Inclusive language guide (2nd ed.). https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf
• Harper, M. & Maloney, P. (2022). Nursing professional development: Scope and standards of practice (4th ed.). Association for Nursing Professional Development.
• Black, M. H., Helander, J., Segers, J., Ingard, C., Bervoets, J., de Puget, V. G., & Bölte, S. (2024). Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes. Clinical psychology review, 113, 102487. https://doi.org/10.1016/j.cpr.2024.102487
• Chang, S. J., Lim, D. H., You, J., & Cho, S. (2022). Brain-based learning research for adult education and human resource development. European Journal of Training and Development, 46(5), 627-651. https://doi.org/10.1108/EJTD-02-2021-002
• Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021
• Freeman, C. G. & Wash, P. D. (2013). You can lead students to the classroom, and you can make them think: Ten brain-based strategies for college teaching and learning success. Journal on Excellence in College Teaching, 24 (3), 99-120.
• Jensen, E. P. (2008). A fresh look at brain-based education. The Phi Delta Kappan, 89(6), 408–417. http://www.jstor.org/stable/20442521