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Relevant bibliographies by topics / Teaching strategies and nursing education

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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

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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

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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 a

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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 des

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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

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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 le

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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 associa

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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 int

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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 rete

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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 bet

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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 nursin

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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 multipl

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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

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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 suc

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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 ne

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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 s

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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 c

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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

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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

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