TEACHING STRATEGIESBuilding salience in nursing students

FACILITATORS

Jennifer Denno

Siri Johnson

Amber Genato

“GOOD TEACHING”

• Encouragement of student-faculty contact• Cooperation among students • Active learning• Prompt feedback• Time on task • High expectations• Respect diverse ways of learning

Chickering & Gamson (2009). Good teaching. In DeYoung, S. Editor (Eds.). Teaching strategies for nurse educators. (2nd ed. pp. 3-13). Upper Saddle River, NJ: Prentice Hall

WHAT WE KNOW ABOUT THE FUTURE:

“New nurses need to be prepared to practice safely, accurately, and compassionately, in varied settings, where knowledge and innovation increase at an astonishing rate. They must enter practice ready to continue learning, often through self-directed learning that can be adapted to any site of practice, from school nursing to intensive care nursing.

To practice safely, and effectively, today’s nurses must understand a range of nursing knowledge and science, from normal to pathological physiologic to genomics, pharmacology, biochemical implications of laboratory medicine for the patient’s therapies, the physics of gas exchange in the lungs, cell-level transport of oxygen for the acutely ill patient, as well as the human experience of illness and normal growth and development” (Benner et al., 2010, p.1)

Benner, P., Sutphen, M. Leonard, V. & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Josey Bass

OUR EXPERIENCE AS GRADUATE STUDENTS

Nursing 650: Instruction Process in Nursing Education

Benner, P., Sutphen, M. Leonard, V. & Day, L. Educating nurses: A call for radical transformation

Institute of MedicineThe future of nursing: Leading change, advancing health

IOMTHE FUTURE OF NURSING: LEADING CHANGE, ADVANCING HEALTH

This reported “determined that nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression” (IOM, 2010, p. 1)

Recommendations:• Increase the proportion of nurses with a

baccalaureate degree to 80 percent by 2020 • Double the number of nurses with a doctorate by

2020• Ensure that nurses engage in lifelong learning.• Implement nurse residency programs

Institute of Medicine. (Oct, 2010). The future of nursing: Focus on education [Brief Report]. Retrieved from https://vista.csuchico.edu/webct/urw/lc4130011.tp0/cobaltMainFrame.dowebct?appforward=urw/lc4785046466011.tp5218126223041/startFrameSet.dowebct%3Fforward=studentCourseView.dowebct%26lcid=4785046466011

EDUCATING NURSES: A CALL FOR RADICAL TRANSFORMATION

Benner and colleagues nursing educators need to drop the current extreme divide between their teaching in the classroom and clinical setting (p. 30).

Critical thinking develops during active learning and the student begins to gain a deeper understanding of the human body (Rowles & Russo, 2009). Clinical reasoning is “the ability to reason as a clinical situation changes, taking into account the context and concerns of the patient and family” (Benner, Sutphen, Leonard, & Day, 2010).

EDUCATING NURSES: A CALL FOR RADICAL TRANSFORMATION

• Learning in context through experiential learning is the beginning steps to helping students think past the text book plan of care and instead focusing on the entire person. Learning in context allows nurses to learn through observation and experience.

• Experiential learning is defined as a “cyclical process that capitalizes on the participants' experiences for acquisition of knowledge. This process involves setting goals, thinking, planning, experimentation, reflection, observation, and review” (Oxendine, Robinson, & Wilson, 2004, para. 1).

• Experiential learning engages students in activities to incorporate meaning to the learner. This practice of learning in context helps to lead into contextualization.

• Contextualization is simply the act of considering how each and every single part of person plays into his or her responses (Benner et al., 2010).

• Pedagogies of contextualization is the actual teaching of these skills and helping the student to consider the ethnical background, religious affiliation, support and relationships, environment, and illness associations of the individual.

• The instructor helps students look past the simple disease process and begins the process of teaching prioritization, care management, and the holistic approach to providing care.

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.