The impact of helicopter teaching in nursing education and approaches to foster independent learning: A narrative review

Vollständiger Abstract

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The ‘helicopter teaching’ in nursing education can be harmful to the development of clinical judgement, decision-making, and autonomy among nursing students because it involves excessive control, constant supervision, and over-dependence. This narrative review examines the impact of helicopter teaching on the academic and professional development of nursing students. It also discusses evidence-based approaches that encourage independent learning and resilience. We searched databases such as PubMed, CINAHL, and Scopus with a mixture of search terms and Medical Subject Headings to analyze the evidence between 2010 and 2024. The review identified several contributing factors behind this helicopter style of teaching including faculty anxiety, a lack of confidence in student competency, and institutional pressures relating to patient safety. The study also examined how such practices can negatively impact student learning and these include reduced confidence, limited thinking and dependence on instructors. The article also focused on educational theories like Vygotsky’s Zone of Proximal Development or experiential learning models to propose evidence-based strategies for countering overprotection including scaffolded education, safe-to fail environments, reflection debriefings, growth zone challenges and peer coaching between faculty. These approaches can help nursing educators create a learning environment that balances patient care with the development of competent and independent future nurses to enter real-world clinical practices. Institutions must prioritize faculty development, curriculum changes and supervised autonomy as core components of nursing education.