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Author: Jill R. Hobbs
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 103
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Book Description
For many nursing students, the classroom and clinical experience represent two different learning environments. The disconnect between classroom and clinical learning also parallels an important professional need--bridging students' transitions from nursing school to professional practice (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2011). Utilization of an unfolding case study (UCS) in the classroom setting allows the students to participate in a realistic, complex, problem centered activity while learning to think like a nurse. The purpose of this study was to address the challenge to improve teaching and learning by integrating clinical experiences into classroom education (Benner, et al., 2010; IOM, 2011). Although unfolding case studies have been used in nursing pedagogy, there is little empirical research in nursing education to support this interactive teaching strategy. In fact, there are no research studies in nursing that test transfer of knowledge with the use of an UCS in the classroom setting. This quantitative study examined the effects of an UCS on undergraduate nursing students learning outcomes. This intervention study took place in a naturalistic setting comparing a traditional slide lecture (n = 83) to an UCS (n = 98) by testing learning outcomes with the use of a pretest, posttest, and transfer test. A student perception survey was also administered after each teaching session. This study begins to address the gap in the literature by examining learning outcomes and transfer of knowledge. The results of the 2 x 3 repeated measures analysis of variance reveal that students in the UCS group learned at a similar rate as the lecture group. Neither group demonstrated transfer of knowledge on the transfer test. The one-way analysis of variance performed on the survey results revealed that students in both the UCS and lecture group felt that the teaching session was more aligned with the clinical setting than the reading assignment given prior to the teaching session. However, the UCS group did not identify their teaching session with the clinical setting at a significantly higher rate than the lecture group.
Author: Jill R. Hobbs
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 103
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Book Description
For many nursing students, the classroom and clinical experience represent two different learning environments. The disconnect between classroom and clinical learning also parallels an important professional need--bridging students' transitions from nursing school to professional practice (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2011). Utilization of an unfolding case study (UCS) in the classroom setting allows the students to participate in a realistic, complex, problem centered activity while learning to think like a nurse. The purpose of this study was to address the challenge to improve teaching and learning by integrating clinical experiences into classroom education (Benner, et al., 2010; IOM, 2011). Although unfolding case studies have been used in nursing pedagogy, there is little empirical research in nursing education to support this interactive teaching strategy. In fact, there are no research studies in nursing that test transfer of knowledge with the use of an UCS in the classroom setting. This quantitative study examined the effects of an UCS on undergraduate nursing students learning outcomes. This intervention study took place in a naturalistic setting comparing a traditional slide lecture (n = 83) to an UCS (n = 98) by testing learning outcomes with the use of a pretest, posttest, and transfer test. A student perception survey was also administered after each teaching session. This study begins to address the gap in the literature by examining learning outcomes and transfer of knowledge. The results of the 2 x 3 repeated measures analysis of variance reveal that students in the UCS group learned at a similar rate as the lecture group. Neither group demonstrated transfer of knowledge on the transfer test. The one-way analysis of variance performed on the survey results revealed that students in both the UCS and lecture group felt that the teaching session was more aligned with the clinical setting than the reading assignment given prior to the teaching session. However, the UCS group did not identify their teaching session with the clinical setting at a significantly higher rate than the lecture group.
Author: Peter Cantillon
Publisher: John Wiley & Sons
ISBN: 1118892178
Category : Medical
Languages : en
Pages : 146
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Book Description
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
Author: Sharon Cannon
Publisher: Jones & Bartlett Publishers
ISBN: 1284048322
Category : Evidence-based nursing
Languages : en
Pages : 352
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Book Description
"Designed to assist aspiring, novice, and experienced faculty members in obtaining a strong foundation for evidence-based teaching (EBT). Evidence-Based Teaching in Nursing: A Foundation for Educators explores past, present, and future aspects for teaching nursing in a variety of settings. This text promotes and demonstrates practical approaches for classroom, clinical, and simulation learning experiences while incorporating technology, generational considerations, and evidence. What's more, it addresses the academic environment while considering a wide array of teaching and learning aspects."--Pub. desc
Author: Patricia Benner
Publisher: John Wiley & Sons
ISBN: 0470457961
Category : Medical
Languages : en
Pages : 293
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Book Description
Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
Author: Kristien Zenkov
Publisher: Routledge
ISBN: 1351116681
Category : Education
Languages : en
Pages : 260
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Book Description
Responding to multiple scholarly, policy, and practical calls for a greater focus on clinical teacher preparation, this volume operates on the assumption that few experiences in future teachers’ training are more important than their field experiences. This text introduces the model of critical, project-based (CPB) clinical experiences, which provides teacher candidates with exemplary on-the-ground training, honors veteran teachers as school-based teacher educators, and offers university-based teacher educators new roles that ensure their practices and scholarship are explicitly relevant to all of schools’ constituents. Answering the call for relevant, high quality, clinically-based teacher education, this volume will offer scholarly and narrative examinations of examples of CPB clinical experiences that will be of interest to all involved in and impacted by educator preparation programs.
Author: Ruth White
Publisher: Springer
ISBN: 1489933549
Category : Medical
Languages : en
Pages : 222
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Book Description
This book aims to assist clinical teachers in the practice of clinical teaching. It assumes that clinical teachers will bring to their task a background knowledge of educational principles, experience in a clinical nursing field, knowledge of substantive nursing content, a love of teaching and a desire to share with their students the joys, tears, challenge and wonder of learning in the clinical setting. The format is designed around a set of commonly encountered problems and encourages readers, whether on the threshold of a career as a clinical teacher or those who are experienced, to think through their responses to the problem situation before reading on to a disclosure of possible courses of action. In brief, the book is a companion to Teaching Nursing: A Self Instructional Handbook (Ewan and White, 1984). The authors' interest in clinical teaching can be traced through a number of years in a variety of teaching careers with multidisciplinary health professional groups, of whom nurses comprise the majority of practitioners. As senior lecturers in the School of Medical Education, the authors were involved in developing and teaching a Master of Health Personnel Education Degree course; the students (or Fellows) in that programme were all graduates from a broad range of health care disciplines - nursing, medicine, physiotherapy, occupational therapy, nutrition, dentistry, health education, health resources management, radiography, social work, community development, occupational safety and health.
Author: Diane M. Billings
Publisher: Elsevier Health Sciences
ISBN: 0323846696
Category : Medical
Languages : en
Pages : 697
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Book Description
Now in its 25th-anniversary edition, Billings and Halstead’s Teaching in Nursing: A Guide for Faculty, 7th Edition prepares you for the day-to-day challenges of teaching future nurses for practice in today's rapidly evolving healthcare system. This comprehensive resource covers all four components of nursing education: teaching and learning, curriculum, evaluation, and technology-empowered learning. You’ll benefit from the expert guidance on such key issues as curriculum and test development, diverse learning styles, the redesign of healthcare systems, advances in technology and information, global health and curricular experiences, the flipped classroom, interprofessional education, and interprofessional collaborative practice. New to the 7th edition is a full-color design for improved learning and reference; increased use of illustrations, tables, and boxes to promote learning through enhanced usability; updated content throughout to reflect the latest trends in nursing education, including up-to-date content on the Next-Generation NCLEX® Exam; expanded use of high-quality case studies throughout the book; chapter-ending key points; new practice questions for nurse educator certification on a companion Evolve website; and much more! UNIQUE! Chapter on Global Health and Curricular Experiences focuses on internationalization of the nursing curriculum, with an emphasis on leading international learning experiences; policies, procedures, and guidelines for overseas study; and global and health competencies for health professions programs. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based instruction. Pedagogical aids include Reflecting on the Evidence boxes, covering such issues as how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote clinical judgment and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Guidance on teaching in diverse settings addresses such topics as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong emphasis on teaching clinical judgment, new models of clinical education, and responding to needs for creating inclusive multicultural teaching-learning environments.
Author: Debra Hagler
Publisher: Jones & Bartlett Learning
ISBN: 1284310205
Category : Medical
Languages : en
Pages : 607
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Book Description
Learners are accessing and organizing information much differently than they did only a few years ago. Technology has changed the way students learn and educators teach. The updated Innovative Teaching Strategies in Nursing and Related Health Professions, Ninth Edition details the trends in teaching strategies and educational technology that promote effective learning for today’s students. The Ninth Edition has been updated to provide the most current information and strategies for online learning and incorporating technology across settings. Chapters on blended learning and study abroad programs help students to gain a more diverse and increased global perspective. Highlighting innovative teaching techniques and real-world illustrations of the educational strategies, this text goes beyond theory to offer practical application principles that educators can count on.
Author: Clare Delany
Publisher: Elsevier Health Sciences
ISBN: 0729586626
Category : Medical
Languages : en
Pages : 416
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Book Description
Featuring the perspectives of more than 40 leading international researchers, theorists and practitioners in clinical education, Learning and Teaching in Clinical Contexts: A Practical Guide provides a bridge between the theoretical aspects of clinical education and the delivery of practical teaching strategies. Written by Clare Delany and Elizabeth Molloy, each chapter weaves together education theory, education strategies and illustrative learning and teaching case scenarios drawn from multidisciplinary clinical contexts. The text supports clinicians and educators responsible for designing and delivering health professional education in clinical workplaces and clinicians undertaking continuing education in workplace teaching. The book is divided into four sections, each addressing a key aspect of the learner and educator experience. Section 1 considers the learner's needs as they make key transitions from classroom to workplace, or recent graduate to competent clinician Section 2 focuses on the influence of workplace contexts and how they can be used as positive catalysts to enhance learning Section 3 highlights the role of workplace assessments as embedded processes to positively influence learning Section 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise - Demonstrates the integrated nature of three key threads within the field of clinical education: theory, method and context - Highlights theoretical frameworks: cognitive, psychological, sociocultural, experiential and ethical traditions and how they inform teaching decisions - Incorporates case studies throughout to provide a context to learning and teaching in clinical education - Includes practical tips from expert practitioners across different topics - Includes an eBook with print purchase on evolve
Author: Stephen Billett
Publisher: Springer Science & Business Media
ISBN: 9048139376
Category : Education
Languages : en
Pages : 234
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Book Description
In higher education institutions across the globe, there is a growing interest in integrating classroom learning with experience in practice settings. This interest is the result of an increased emphasis on courses that prepare students for specific occupations in the hopes that upon graduation students will be job-ready. Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
