Teaching Strategies

There are many strategies which may be utilized in a student centered learning environment. Some of them chosen would be problem-based learning, and role playing. Problem-based learning would provide interaction with the (nurses) as well as demonstrating the assessments with one another as evidenced by role playing. “Role play provides immediate feedback to learners regarding their success in using interpersonal skills as well as decision-making and problem solving skills"  (Bradshaw & Lowenstein, 2011, p.186). This would be the time to apply their assessment skills and discuss problematic findings. The rationale is that “this teaching/learning strategy focuses primarily on the process. A small student group works on a case study with the help of a faculty facilitator. This strategy links theory with clinical situations and encourages reasoning in a clinical situation using collaboration and negotiation within the group” (Bradshaw & Lowenstein, 2011, p.57).

Using a power point presentation, for example, will illustrate the steps going through each assessment as evidenced by pictures and words using to describe each. The power point presentation would give a clear, visual, concept of the assessments. The rationale provides a way to connect concepts, allowing the student to visualize during the learning process.  I will provide a PowerPoint presentation for everyone's review later on.

 “Many times new meanings are constructed about events or objects based on the students’ prior knowledge” (Huycke  & Fisher, 2003, p. 313). “This focuses on helping students to reason, prioritize, and link the various components to a patients’ problem with nursing actions. This simple but effective teaching/learning strategy requires students to develop word pictures for a specific patient problem” (Bradshaw & Lowenstein, 2011, p.58). 

Lastly, nurses will illustrate a scenario similar to one practiced in their daily clinical environment (simulation). I feel this activity will indeed provide nurses with the correct performance of a cognitive/neurological assessment and/or will allow room for improvement for those who need further education. “Simulation used in conjunction with role-playing clinical situations involving patients, families, and staff may provide an orientation to situations they may face in the clinical area, and allows students to problem solve in a safe environment” (Bradshaw & Lowenstein, 2011, p.173).

                                                                 References

Bradshaw, M. J., & Lowenstein, A. J. (2011). Innovative teaching strategies in nursing and health professions (5th Ed.). Sudbury, MA: Jones & Bartlett.

Huycke, A. & Fisher, M. (2003). Instructional tools for nursing education: concept maps. Nursing Education Perspectives, 24(6): 311-317.

See you next time!

Panthera!