Evidence-Based Teaching Strategies for Practicum Setting (Annotated Bibliography Sample)
Evidence-Based Teaching Strategies for Practicum Setting (Annotated Bibliography Sample)
Evidence-Based Teaching Strategies for Practicum Setting (Annotated Bibliography Sample)
Evidence-Based Teaching Strategies
Evidence-Based Teaching Strategies
Teaching strategies play a critical role in delivering desired content to the learners. Therefore, an educator should be conversant with various teaching strategies that can be used to appropriately deliver educational content. In addition, an educator should be able to select the right strategy based on the content and the context (Majda et al.,2021). As such, the purpose of this assignment is to formulate an annotated bibliography with appropriate teaching strategies and their application to the practicum topic of incorporating cultural competence in patient-centered care.
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Annotated Bibliography
Majda, A., Zalewska-Puchała, J., Bodys-Cupak, I., Kurowska, A., & Barzykowski, K. (2021). Evaluating the effectiveness of cultural education training: Cultural competence and cultural intelligence development among nursing students. International Journal of Environmental Research and Public Health, 18(8), 4002. https://doi.org/10.3390/ijerph18084002
Majda et al. (2021) explores the impact of cultural education training delivered through lecture methods on the development of cultural competence and cultural intelligence among nursing students. The lecture method is a teaching strategy that is among the oldest teaching strategy where the teacher or instructor determines the nature or kind of knowledge content to be imparted to the students and delivers it; mostly, the teacher is the sole source of resources and information. The instructor delivers content matter by changing facial expressions, positions, and voice, using simple devices and using gestures. This source is relevant and accurate. It is relevant in that the researchers explored how the use of lectures as a teaching strategy would impact cultural competence among nursing students. The source is also accurate since it has been authored by experts in the field and is also peer-reviewed. This source is of high quality since it was experimental and it was conducted by established researchers.
Kim, Y., Kim, N., & Chae, M. (2021). Effects of flipped learning on nursing students: A mixed methods study. Japan Journal of Nursing Science, 18(3), e12425. https://doi.org/10.1111/jjns.12425
This is another source that describes flipped learning or flipped classrooms as a teaching strategy. Flipped learning or flipped classroom is a strategy where the instructor introduces the course material outside of class and in-class time. The material is pre-introduced to enable the learners to interact with the material earlier and enhance their understanding during class time. The strategy is relevant to the practicum topic since it enhances student learning and engagement by requiring that the learners complete readings before class to enhance problem-solving. According to this source, the use of flipped learning led to a significant improvement in academic co-regulation, self-regulation, and class participation, hence further showing its importance (Kim et al.,2021). This source is relevant since it shows the importance of flipped learning in improving knowledge among nursing students. It is also accurate as it has been published by licensed publishers. The source is of high quality since it has been authored by experts and is also peer-reviewed.
Koch, A., Ritz, M., Morrow, A., Grier, K., & McMillian-Bohler, J. M. (2021). Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients. Nurse Education In Practice, 54, 103123. https://doi.org/10.1016/j.nepr.2021.103123
Koch et al. (2021) reports the use of simulation as a teaching strategy on how to offer culturally sensitive care to transgender clients. Simulation as a teaching strategy is an approach that offers students a chance to practice learned skills in real-life situations. It places the learners in situations where they can actively solve problems that usually occur in real-life situations. This teaching strategy is relevant to the practicum topic since it can be used to enhance student knowledge by mimicking real-life situations which need cultural competence to solve. The source is relevant since it reports the efficacy of simulation in enhancing cultural competence. For example, upon the use of the strategy, students reported increased comfort and ability to communicate with transgender individuals, while the healthcare team members showed improved skills upon completing the simulation. The source is accurate since it has been published by an authorized journal. The source is also a high-quality source since it is a peer-review source.
Lin, M. H., & Hsu, H. C. (2020). Effects of a cultural competence education programme on clinical nurses: A randomised controlled trial. Nurse Education Today, 88, 104385. https://doi.org/10.1016/j.nedt.2020.104385
Lin and Hsu (2020) reports an educational program that mainly focused on role-play as a teaching strategy. Role play refers to a case where the students or learners are assigned some roles. They then act on such roles through scripted play. Such roles can be individual role play which involves one-to-one or a group play role. This strategy can be applied to the practicum topic as it can be used to make learners assume the roles of individuals involved in a care action that requires cultural sensitivity. Such an approach will enhance their understanding. This source is accurate since it has been published by a journal authorized to publish scientific findings. It is also relevant since it touches on cultural sensitivity and cultural competence in the care environment. The source is also of good quality since it is a peer-reviewed article.
Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education–A scoping review. Nurse Education Today, 86, 104318.https://doi.org/10.1016/j.nedt.2019.104318
Another teaching strategy that can be used is blended learning. Leidl et al. (2020) reported the efficacy and use of blended learning in undergraduate education. One of the aspects reported in this source is that the strategy has been effective in teaching cultural competence. Blended learning is a strategy that involves the use of digital approaches combined with best practices in the learning environment. In some cases, face-to-face teaching and digital approach may be alternated following a formulated schedule. This strategy is also applicable to the practicum topic since the use of videos can be integrated into educational programs to enhance learning. For example, videos showing aspects of cultural competencies can be used in the classroom to help the student have a better grasp of the ideas and concepts related to cultural competencies. This source is relevant since it discusses the use of blended learning to teach various nursing concepts, such as cultural competence. The source is also accurate since it has been published by an authorized journal; in addition, it is also of high quality since it is a peer-reviewed source.
Beierwaltes, P., Clisbee, D., & Eggenberger, S. K. (2020). An educational intervention incorporating digital storytelling to implement family nursing practice in acute care settings. Journal of Family Nursing, 26(3), 213-228. https://doi.org/10.1177/1074840720935462
Another important teaching strategy is storytelling. This source, authored by Beierwaltes et al. (2020), explored the incorporation of digital storytelling in family nursing practice to teach various concepts such as cultural competence. Storytelling as a teaching strategy is an approach where the instructor creates real-world situations and characters which the students may come across in the clinical setting. As such, this strategy is applicable to the practicum topic since it can enable the learners to get connected to the characters and apply the family stories dealing with cultural competence. This article is relevant since it presents the efficacy of storytelling in impacting appropriate knowledge among nurses. The source is also accurate since it has been published by authorized publishers. The quality of the source is also high as it is a peer-review source.
Conclusion
Teaching strategies play a key role in delivering the intended content when appropriately applied or used. Therefore, this write-up has explored various teaching strategies that can be applied to the practicum topic. The explored methods include lecturers, flipped classrooms, simulations, storytelling, role-play, and blended learning. These strategies can be applied appropriately in the practicum settings to help deliver the content and help the nurses learn to be more culturally competent when offering care to patients in the patient care settings.
References
Beierwaltes, P., Clisbee, D., & Eggenberger, S. K. (2020). An educational intervention incorporating digital storytelling to implement family nursing practice in acute care settings. Journal of Family Nursing, 26(3), 213-228. https://doi.org/10.1177/1074840720935462
Kim, Y., Kim, N., & Chae, M. (2021). Effects of flipped learning on nursing students: A mixed methods study. Japan Journal of Nursing Science, 18(3), e12425. https://doi.org/10.1111/jjns.12425
Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education–A scoping review. Nurse Education Today, 86, 104318. https://doi.org/10.1016/j.nedt.2019.104318
Lin, M. H., & Hsu, H. C. (2020). Effects of a cultural competence education programme on clinical nurses: A randomised controlled trial. Nurse Education Today, 88, 104385. https://doi.org/10.1016/j.nedt.2020.104385
Majda, A., Zalewska-Puchała, J., Bodys-Cupak, I., Kurowska, A., & Barzykowski, K. (2021). Evaluating the effectiveness of cultural education training: Cultural competence and cultural intelligence development among nursing students. International Journal of Environmental Research and Public Health, 18(8), 4002. https://doi.org/10.3390/ijerph18084002.
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Provide a six-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following:
Description of the evidence-based teaching strategy and its application to your practicum topic.
Description of the relevancy and accuracy of the source.
Description of the quality of the source.
Practicum Topic is Incorporating Cultural Competence in Patient-Centered Care
Some Teaching Strategies could include lectures, case studies, role playing, Develop a cultural competence toolkit or resource guide for novice nurses/all hospital staff to enhance their cultural awareness and sensitivity.
Objective: Enhance cultural competence among novice nurses or all hospital staff to provide patient-centered care in a hospital setting.
