Relevant bibliographies by topics / Teaching strategies and nursing education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching strategies and nursing education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Teaching strategies and nursing education"

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Overstake, Saundra K. "Innovative Teaching Strategies in Nursing." Journal of Continuing Education in Nursing 21, no. 5 (1990): 232–33. http://dx.doi.org/10.3928/0022-0124-19900901-17.

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&NA;. "Clinical Teaching Strategies in Nursing." Journal for Nurses in Professional Development 30, no. 6 (2014): 317–18. http://dx.doi.org/10.1097/nnd.0000000000000111.

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Dewald, Robin J. "Teaching Strategies that Promote a Culturally Sensitive Nursing Education." Nursing Education Perspectives 33, no. 6 (2012): 410–12. http://dx.doi.org/10.5480/1536-5026-33.6.410.

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Beitz, Janice M., and Zane Robinson Wolf. "Creative Strategies for Teaching Statistical Concepts in Nursing Education." Nurse Educator 22, no. 1 (1997): 30–34. http://dx.doi.org/10.1097/00006223-199701000-00010.

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Claver, Maria. "Aging Education: Teaching and Practice Strategies." Journal of Gerontological Social Work 52, no. 2 (2009): 188–90. http://dx.doi.org/10.1080/01634370802561992.

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Aebersold, Michelle, Dana Tschannen, and Melissa Bathish. "Innovative Simulation Strategies in Education." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/765212.

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The use of simulation in the undergraduate nursing curriculum is gaining popularity and is becoming a foundation of many nursing programs. The purpose of this paper is to highlight a new simulation teaching strategy, virtual reality (VR) simulation, which capitalizes on the technological skills of the new generation student. This small-scale pilot study focused on improving interpersonal skills in senior level nursing students using VR simulation. In this study, a repeated-measure design was used to evaluate the effectiveness of VR simulation on improving student’s performance over a series of two VR scenarios. Using the Emergency Medicine Crisis Resource Management (EMCRM) tool, student performance was evaluated. Overall, the total EMCRM score improved but not significantly. The subscale areas of communication (P=.047, 95% CI:−1.06,−.007) and professional behavior (P=.003, 95% CI:−1.12,−.303) did show a significant improvement between the two scenario exposures. Findings from this study show the potential for virtual reality simulations to have an impact on nursing student performance.
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Santo, Ana Dulce Batista dos, Kalyane Kelly Duarte de Oliveira, Sâmara Sirdênia Duarte de Rosário, Ana Luisa Brandão de Carvalho Lira, Francis Solange Vieira Tourinho, and Viviane Euzébia Pereira dos Santos. "Strategies for teaching learning process in nursing graduate and Postgraduate nursing." Revista de Pesquisa Cuidado é Fundamental Online 6, no. 3 (2014): 1212–20. http://dx.doi.org/10.9789/2175-5361.2014.v6i3.1212-1220.

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Objetivo: Apresentar as estratégias de ensino-aprendizagem do processo de enfermagem utilizadas nos cursos de graduação e pós-graduação. Métodos: Revisão integrativa da literatura, utilizando as bases de dados CINAHL, LILACS e MEDLINE. A busca dos artigos foi realizada através dos descritores controlados Nursing Process; Education, Nursing; Teaching; Education, Nursing, Diploma Programs; Education, Graduate; utilizando o operador boleano AND. A amostra constitui-se de 8 artigos. Resultados: Várias estratégias de ensino-aprendizagem do processo de enfermagem são apontadas, a saber: ferramentas eletrônicas, estudos de caso escritos, aula expositiva e aulas teórico-prática para o ensino de graduação. Entretanto, destaca-se a ausência de estudos referentes ao ensino do processo de enfermagem em nível de pós-graduação. Conclusão: A utilização de metodologias inovadoras e ativas facilitam o processo de aprendizagem, enquanto a abordagem restrita a teoria é fator dificultador.
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Kachapati, Anuja, and Sulochana Ghimire. "Critical Thinking in Nursing Education and Nursing practice." Journal of Universal College of Medical Sciences 7, no. 2 (2019): 72–77. http://dx.doi.org/10.3126/jucms.v7i2.27144.

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Critical thinking is an essential component to competent nursing practice. Although critical thinking has been widely studied among student nurses.
 Nursing education consists of the theoretical and practical training provided to nurses with the purpose to prepare them for their duties as nursing care professionals.
 Nurse educators are under pressure to show critical thinking as a program outcome. Many different strategies have been suggested for developing critical thinking among nursing students. It is easy to believe these strategies increase critical thinking, but not all have actually been measured for reliability or validity. Based on an exhaustive literature search, the author attempted to identify teaching strategies that are being used to increase critical thinking and how effective those strategies have been.
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Waddell, Donna L., Ann D. Summers, and M. Elaine Hummel. "Creative Strategies for Teaching Nursing Research." Nurse Educator 19, no. 5 (1994): 5–6. http://dx.doi.org/10.1097/00006223-199409000-00002.

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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.
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Dissertations / Theses on the topic "Teaching strategies and nursing education"

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Kerr, Mariann. "Teaching Strategies to Prepare Prelicensure Nursing Students to Teach-back." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/28.

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Background: Prelicensure nursing programs prepare generalists with essential knowledge, skills, and attitudes to practice in complex health care environments. Nurse educators determine which teaching strategies will best prepare the nurse generalist. Purpose: The purpose of this study was to determine the effectiveness of a teaching plan that combined the strategies of pretest/posttest, classroom activities, and a problem-based learning activity: a clinical immersion experience. The skill of "teach-back" was taught and evaluated. Theoretical framework: Two theories guided the teaching plan for this research. Adult learning theory (Knowles, 1975, 1980, 2012) addressed how and why adults learn, and social cognitive theory (Bandura, 1977, 1986) described teaching strategies that assisted the adult learner to gain knowledge. Methods: A non-experimental design divided consenting participants were into intervention (n = 21) and control groups (n = 11). The Health Literacy Knowledge and Experience Survey (Cormier, 2006) was used to pretest/posttest for attainment of knowledge related to teach-back. The Communication Assessment Tool (Makoul, Krupat, & Chang, 2007) was used by standardized patients to evaluate the participants' ability to perform a teach-back. Results: The results of this study provided evidence that posttest scores improved for both intervention and control groups (n = 32). Twenty-seven participants performed a teach-back with evaluation. The results did not indicate a significant difference between groups in performing the skill of teach-back. Conclusion: There was little difference in posttest scores for groups and participants' ability to perform a teach-back, indicating that both groups gained knowledge and skill from the teaching strategies.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.

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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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Lilly, Vivian Collette Foreman. "Learning Style and Leadership Style: Determinants of Instructional Strategies in Nursing Education." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331764/.

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The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.
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James, Sarita. "Exploring Leadership Pedagogy Among Louisiana Baccalaureate Nursing Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4295.

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Nursing accreditation bodies have recommended that nursing education programs prepare graduates who display competence in leadership. However, the reality of how nursing leadership skillsets are acquired at the undergraduate level and transferred into practice remains debatable. The purpose of this qualitative study was to understand how nursing educators teach leadership in Louisiana baccalaureate programs contrasted with ideal policy expectations. The action learning and reflective practice theories provided the foundational theoretical influences for this study. Six face-to-face virtual interviews were conducted with nursing faculty who were currently teaching or had taught leadership in a baccalaureate nursing program for at least 1 year. Data collection and analysis using the constant comparative method of the Corbin and Strauss grounded theory approach was used. From the data analysis, 7 main themes were identified, including the purpose of the leadership course, the selected teaching strategies to meet the purpose of the course, teaching to support student learning styles and workplace expectations, the application of evidence-based practice principles for leadership, the measured effectiveness of selected teaching strategies, faculty perspectives of leadership efficacy at the undergraduate level, and faculty perspectives for future nursing leadership education. Research findings suggest that positive social change for undergraduate nursing education could be influenced by the employment of active learning and reflective practice allowing the student to experience leadership, reflect on leadership, and improve on developing leadership competence. The generalist would become receptive to leadership before entry into practice, impacting the changing healthcare environment.
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Ramsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.

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As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the retention program in terms of its impact on course completion rates, semester, and cumulative GPAs, and number of students on probation and dismissed from the college. Using a retrospective quasi-experimental design, data from 72 students in 2 groups were compared using chi-square, t tests, and one-way repeated-measures ANOVA. Although the results were not significant, students who received retention services were less frequently on probation and dismissed, had higher course completion rates, and had higher GPAs. In addition, 54 graduating students were surveyed, and their perceptions of the retention services were positive, with an overall mean score of 4.02 out of 5.0. Themes identified through a community key informant interview included student/personal responsibility, family responsibility, and community responsibility. The program evaluation was summarized in an evaluation report that included the results and recommendations for continuation or the addition of retention services. This study may impact social change as the retention services are reviewed and adjusted in order to produce an increased number of qualified, diverse registered nurses.
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Diggle-Fox, B. Suzy. "A comparison of two teaching strategies on nursing students' knowledge and self-efficacy regarding their geriatric nursing care." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606856.

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<p> The purpose of this study was to examine the effectiveness of the most frequently utilized teaching strategy of lecturing followed by discussion and to compare it with lecturing followed by role playing to determine how to best prepare nursing students both in terms of knowledge and self-efficacy. The primary goal of the study was to learn how to educate nursing students who will be better prepared to meet societal needs by learning to become confident, knowledgeable, and therefore competent healthcare providers. The study revealed there was not a statistically significant relationship between type of teaching strategy to which the students were exposed and either of the final self-efficacy or knowledge posttest scores of the students. This was true even after controlling for pretest scores as well as for any other potentially influential demographic variables. There were significant increases in both the knowledge and self-efficacy scores of the students for both of the teaching strategy groups. Three associate nursing programs were utilized and all the participants completed two pretests and two posttests, one for self-efficacy and one for knowledge, related to geriatric care. Analysis of covariance was utilized because significant extraneous variables were considered in this quantitative nonrandomized quasiexperiment. For example, the number of years of college education was not a significant predictor of pretest or posttest scores. Demographic data were analyzed in this study to investigate if they affected the results in any way. The study revealed that an individual's age, school, and exposure to geriatric care in a work environment were related to pretest knowledge scores. In addition, self-efficacy posttest scores were not different according to the research groups, even after adjusting for any potential demographic or pretest influences. Both of the research groups increased their knowledge and self-efficacy tests significantly even after adjusting for any potential demographic and pretest influences. The study revealed the pretest scores were predictors of the posttest scores.</p>
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Nicholson, Anita Christine. "Comparison of selected outcomes based on teaching strategies that promote active learning in nursing education." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/563.

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This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational practice preferences. Engagement theory of student learning provided the overarching theoretical framework. An experimental posttest-only design incorporating two posttests (first performance and retention performance) was used with a sample of 74 nursing students at the University of Iowa College of Nursing. Students attended a cardiac lecture and completed a cardiac test prior to the teaching strategies. Students were randomly assigned and participated in one of the three active-learning teaching strategies and completed the Demographic Questionnaire, the Satisfaction and Self-Confidence in Learning Instrument, and the Educational Practices Questionnaire. Week 3 of the study, after the teaching strategies students participated in an individual performance demonstration in which they implemented nursing intervention activities in response to a cardiovascular scenario interacting with a high-fidelity mannequin. Week 8 of the study, another individual retention performance demonstration was completed by the students using a different case scenario. Both performance demonstrations were digitally recorded and scored using the Student Performance Demonstration Rubric. Two-way mixed analysis of variance (ANOVA) revealed a significant main effect (within-subjects effect) of time, meaning that students in all three teaching strategy groups experienced improved performance of nursing interventions over time, from first performance to retention performance. No significant interaction effect (within-subjects) for time and teaching strategy groups were found. There was also no significant main effect (between-subjects effect) of teaching strategy groups (F 2, 71 = 2.33, p = .105). An exploratory one-way ANOVA on student's first performance rubric scores revealed results approaching significance for the three groups (F 2, 71 = 2.90, p = .06). The simulation with narrative pedagogy group had the highest first performance mean (72.74), followed by the case-based learning group mean (70.68), and finally the simulation group scored the lowest mean (66.16). One-way ANOVA revealed no significant differences across the groups for students' Satisfaction Total scores, Self-Confidence Total scores, and Presence and Importance of Educational Practices Total scores.
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Phillips, Janet Martha. "Clinical educators' adoption of socioculturally-based teaching strategies." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1902.

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Thesis (Ph.D.)--Indiana University, 2009.<br>Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Ironside, Anna McDaniel. Includes vita. Includes bibliographical references (leaves 177-197).
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Gore, Kimmie Sue. "How Nursing Educators Address the Differing Learning Styles of Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/183.

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Educational research has shown that student learning styles, and educators' consideration of learning styles, significantly influence the academic success of adult learners. This project study was designed to identify the perceptions and attitudes of nursing faculty concerning student learning styles and consideration of student learning styles in their praxis. The study was guided by Malcolm Knowles' theory of andragogy, and investigated nursing educators' knowledge about learning styles and course delivery with regards to students with different learning styles. It used a descriptive multiple case study approach and collected data among nursing educators using the Principles of Adult Learning Survey (PALS) (n = 9), teacher interviews (n = 9), and classroom observations (n = 6). The qualitative interview data were analyzed using the constant comparative method, and the PALS and observational data were analyzed using descriptive quantitative methods. The results indicated deficiencies in nursing instructors' knowledge of student learning styles and in nursing instructors' learning style-driven course delivery. Respondents notably cited time limitations, class size, and student resistance as barriers in implementing teaching strategies to address learning style differences. A notable study outcome was developing a 3-day seminar for nursing educators focusing on the deficiencies and barriers identified in the study. Implementing this program may promote positive social change for both nursing educators and nursing students by addressing barriers to learning style-driven teaching methods and facilitating student learning style consideration in planning and delivering nursing education, promoting improved academic performance by nursing students.
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Burroughs, Lynda A. "The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1866.

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The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. Sander's CTI (1992) instrument was adapted for this study and pilottested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61 % for part-time faculty (n = 55). The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Fulltime faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion, case studies, higher order questioning, and concept analysis. These however, were not always the strategies that were used in either the classroom or clinical setting. Based on this study, the author recommends that if the profession continues to stress critical thinking as a vital component of practice, nursing faculty should receive education in appropriate critical teaching strategies. Both in-service seminars and workshops could be used to further the knowledge and use of critical thinking strategies by faculty. Qualitative research should be done to determine why nursing faculty use self-selected teaching strategies.
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Books on the topic "Teaching strategies and nursing education"

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A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. Delmar, 1987.

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Tornyay, Rheba De. Strategies for teaching nursing. 3rd ed. Delmar Publisher Inc., 1987.

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A, Thompson Martha, ed. Strategies for teaching nursing. 3rd ed. Wiley, 1987.

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H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 2nd ed. Springer Pub., 2006.

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author, Oermann Marilyn H., and Shellenbarger Teresa author, eds. Clinical teaching strategies in nursing. Springer Publishing Company, LLC, 2015.

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Innovative teaching strategies in nursing. Aspen Publishers, 1989.

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H, Oermann Marilyn, ed. Clinical teaching strategies in nursing. 3rd ed. Springer Pub., 2010.

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Johnson, Mary Ann. Strategies for increasing gerontology content in nursing education. Association for Gerontology in Higher Education, 1990.

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Zhan, Lin. Accelerated education in nursing: Challenges, strategies, and future directions. Springer, 2012.

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Contemporary strategies for continuing education in nursing. Aspen Publishers, 1987.

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Book chapters on the topic "Teaching strategies and nursing education"

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MacMillan, C. J. B., and James W. Garrison. "Erotetic Teaching Strategies." In Philosophy and Education. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-3067-4_6.

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Nicol, Maggie, and Carol Bavin. "Teaching, Learning and Assessment Strategies." In Clinical Skills in Nursing. Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14724-3_4.

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Basavanthappa, BT. "Teaching Strategies and Methods." In Nursing Education. Jaypee Brothers Medical Publishers (P) Ltd., 2009. http://dx.doi.org/10.5005/jp/books/11100_18.

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HONSKY, JESSE, and ANASTASIA ROWLAND-SEYMOUR. "Integrating Interprofessional Education Into Public Health Clinical Settings." In Innovative Strategies in Teaching Nursing. Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826161215.0034.

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SAVRIN, CAROL L. "Interprofessional Clinical Education for APRNs and Dental Students." In Innovative Strategies in Teaching Nursing. Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826161215.0042.

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SMITH, AMY J., STEFANIE M. KEATING, and RENEE MCLEOD-SORDJAN. "Innovations in SANE Program Education: Introduction of Mock Trials." In Innovative Strategies in Teaching Nursing. Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826161215.0022.

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DEEM, MICHAEL J., ERIC VOGELSTEIN, and MARY ELLEN SMITH GLASGOW. "Integrating Ethics Across the Curricula: Innovations in Undergraduate and Graduate Nursing Education." In Innovative Strategies in Teaching Nursing. Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826161215.0009.

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Shirley, Jamie, and Sarah Shannon. "The Health Humanities in Nursing Education." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0004.

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Nursing students generally come into entry-level nursing education with a well-developed understanding of emotion as a viable moral resource for responding to the world and to clinical situations. The health humanities can create a space for nursing students to explore not only the range of human emotions they will encounter when faced with the intimacy of health and illness but also their own judgments. Health humanities education can also deepen their critical analysis skills to develop a balanced voice that allows them to fully contribute to all aspects of their patients’ care and to the development of a just and equitable healthcare system. This chapter focuses particularly on strategies to build the skills of critical reading and to broaden students’ moral imagination. Undergraduate nurses benefit from building skills in critical reading—and particularly narrative analysis. While students may be well attuned to what they feel, they can gain insight into why they feel that way—and how the elements of a narrative construct those emotions through close reading and careful analysis. A second goal is to help them expand and develop complexity in their moral imagination as a resource for judgment. Giving students tools to help them slow down and listen well can facilitate their understanding of the positions of others—which in turn can assist them to develop robust positions of their own. Specific classroom strategies for both of these skills are presented.
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Rua, Marília, Rita M. F. Leal, and Nilza Costa. "Multimodal Narratives in Nursing Education." In Multimodal Narratives in Research and Teaching Practices. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch018.

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Nursing education is driven by emerging challenges of scientific, technological, and professional advances that require the use of strategies that promote students' development of critical thinking for decision making in different contexts. It also requires that teachers constantly reflect on their pedagogical practices and (re)think them using strategies that allow their enhancement. The use of multimodal narratives (MNs) can be an important tool for teachers' professional development, namely to improve their classroom practices. Given the novelty of the use of MNs in nursing education, this chapter presents an analysis concerning the experience of making a MN and how it has been reflected in the authors' pedagogical practices. With this experience, potentialities of continuing to use MNs in nurse education are explored.
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Oriol, Mary D., and Gail Tumulty. "Successful Online Teaching and Learning Strategies." In Nursing and Clinical Informatics. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-234-3.ch008.

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This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.
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Conference papers on the topic "Teaching strategies and nursing education"

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Johnson, Kevin, Claire O Donnell, Kathleen Markey, and Brian Lake. "Irish Nursing Students Perceptions of a Technology Enhanced Blended Approach to Teaching and Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3366.

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Health informatics is becoming increasingly important for healthcare professionals and strategies to promote health informatics development are becoming increasingly popular in undergraduate professional programmes. With this in mind, a blended or hybrid learning approach was piloted with an undergraduate BSc nursing module in the university. The aim of this pilot was to design, develop, implement and evaluate the students’ perceived reactions to learning, teaching and assessment incorporating several online components. Blended learning is the combination of multiple approaches to learning such as a combination of technology-based materials and face-to-face sessions used together to deliver instruction. A branded version of Sakai (the university’s Learning Management System [LMS]) was used. The students interacted with the system on a weekly basis and their perceptions were codified with the aid of an online questionnaire based on the preferred COLLES format. Additionally, a touch screen based recording suite was availed of permitting the students to record themselves performing a task and later review the footage. The initial findings appear to provide a positive outlook towards the use of technology within the course and the potential for further expansion in the near future.
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Enriquez Santiago, Felicisimo, Ponpun Vorasiha, and Boonsri Kittichottipanich. "Learning Styles, Teaching Strategies and Academic Performance: Triangular Basis for a Faculty Development Program in Nursing Curriculum and Instruction." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. ACM, 2020. http://dx.doi.org/10.1145/3416797.3416799.

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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez, and Mercedes Reguera. "Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.

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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Magpantay-Monroe, Edna. "STRATEGIES, PRINCIPLES AND CHALLENGES OF COACHING (NURSING) STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2175.

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Tai, Hung-Cheng. "AN ESP APPROACH TO TEACHING NURSING NOTE WRITING TO UNIVERSITY NURSING STUDENTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2710.

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Chung, Kyung-Hee, and Soon-Gil Park. "The Effect of Action Learning-based Teaching and Learning Strategies on Competency Development of Nursing Students." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.104.25.

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"The Trial of Hybrid Teaching in Pathology Teaching of Nursing Specialty." In International Conference on Education, Management, Computer and Society. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001759.

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Feng, Xiangyan, and Xiaona Jin. "Study on Employment Intention of Nursing Students and Practice Teaching in Community Nursing." In 2017 7th International Conference on Education and Management (ICEM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.152.

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Meng, Fanping, Lina Zhou, Yuanyuan Zhao, and Min Zhang. "Clinical Teaching Experience of Emergency Nursing Students." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.42.

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Dai-you, Jiang. "Classroom teaching strategies creative abilities." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028760.

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Reports on the topic "Teaching strategies and nursing education"

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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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