NUR 665E: Evidence-Based Teaching Strategies Essay
NUR 665E: Evidence-Based Teaching Strategies Essay
NUR 665E: Evidence-Based Teaching Strategies Essay
Evidence-Based Teaching Strategies
Afrasiabifar, A., & Asadolah, M. (2019). Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students. Investigacion y educacion en enfermeria, 37(1), 60-69. https://doi.org/10.17533/udea.iee.v37n1a07
ORDER A CUSTOM PAPER NOW
In this article, Afrasiabifar and Asadolah (2019) discuss the application and relevance of
interactive lectures in nursing education. In an interactive lecture session, the instructor organizes students into small groups that interact with each other and the provided information and learning materials. The purpose of the teacher is to organize and facilitate the lesson, while group members are responsible for their learning through active engagement. As Afrasiabifar and Asadolah (2019) underline, an interactive lecture is an effective learning method that results in significant learning and active participation of students in the teaching-learning process. The article is relevant to the identified topic since it demonstrates how learning outcomes can be optimized in nursing education. It is an accurate source since it applies a quasi-experimental design where outcomes are compared between interactive and traditional lectures. Its strong evidence as a peer-reviewed article confirms it as a quality source relevant to the topic and the nursing profession.
Elsayed Abdelhalim, G., Mohamed Fouad Kamel, N., & Abd-ElRasoul, S. A. E. F. (2020). Effect of interactive learning environment on nursing students’ engagement and academic self-Concept. Egyptian Journal of Health Care, 11(1), 384-398. https://ejhc.journals.ekb.eg/article_175131_4ca13204b3ea308761ecd850fa8b42c6.pdf
This article discusses the effectiveness of interactive learning in nursing education. It hypothesizes that students instructed through interactive learning show higher engagement and self-concept than those who do not. Accordingly, Elsayed Abdelhalim et al. (2020) conducted a quasi-experimental study at the Faculty of Nursing Alexandria University, with 120 students participating. The primary finding was that an interactive learning environment improves learners’ engagement and the academic concept. Elsayed Abdelhalim et al. (2020) further advised nursing educators to embrace interactive learning strategies to improve students’ potential to be more active learners. The article is highly relevant to the practicum topic since active learning is crucial for nurses to understand the importance of applying critical thinking and judgment in direct patient care. It is a peer-reviewed source that compares outcomes between study groups hence high accuracy. Its peer-reviewed nature and quasi-experimental design are the primary indicators of its quality. As a result, it is an article appropriate for the topic and the nursing profession.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
To be critical thinkers and apply clinical judgment effectively, nurses should appropriately be taught about their fundamental concepts and application in direct care. In this article, Ghasemi et al. (2020) discuss the various strategies nurse educators can use to achieve different learning outcomes. An appropriate strategy relevant to the practicum topic is team-based learning. Broadly, team-based learning involves shared learning and teaching, mainly used to promote self-directed learning. Students learn collaboratively to sustain and enhance engagement. The article is relevant to the topic since learners’ participation should be maximized to understand the learning material. High learning outcomes are also achieved via active and deep learning that incorporates teamwork. Regarding accuracy, the article is a narrative literature review where findings from multiple sources are explored and summarized. It is a quality source since it is peer-reviewed and includes a comprehensive and objective analysis of the available knowledge about the appropriateness of collaborative (team-based) learning strategies.
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18, 1-11. https://doi.org/10.1186/s12909-018-1278-z
Nurse educators apply different strategies to enhance evidence-based practice (EBP) knowledge and skills. In this article, Horntvedt et al. (2018) explored different strategies for EBP knowledge and skills appropriate in nursing education. They also described learning experiences and barriers. One of the central areas in this review is the application of interactive methods such as small group work, nurse presentations, and interactive lectures. Through interactive learning, participants interact and gain experience by engaging in reflection. Typical outcomes of such learning include high problem-solving skills, satisfaction with learning experiences, and collaboration. This approach is appropriate for teaching nurses how to apply critical thinking and judgment since active participation would be needed for them to understand these concepts. The article is relevant to the topic since it is about knowledge acquisition and retention through active learning. It is accurate since findings have been synthesized from multiple sources. A thematic narrative approach implies it is a quality source since it is qualitative and a literature search from many sources enhances objectivity.
Mahajan, M., Hogewoning, J. A., Zewald, J. J. A., Kerkmeer, M., Feitsma, M., & van Rijssel, D. A. (2020). The impact of teach-back on patient recall and understanding of discharge information in the emergency department: The Emergency Teach-Back (EM-TeBa) study. International Journal of Emergency Medicine, 13(1), 1-8. https://doi.org/10.1186/s12245-020-00306-9
Nurses should understand information and recall it to be effective healthcare practitioners. As a result, they should be taught skills using strategies that promote understanding and information recall. In this article, Mahajan et al. (2020) explored the impact of the teach-back method on patients’ comprehension of discharge information. Through the teach-back method, students repeat what they have learned using their own words as the instructor identifies misunderstandings. Next, what the students did not understand is clarified or taught again. Mahajan et al. (2020) found that the teach-back method increased comprehension of self-care and follow-up instructions. A similar approach can be used to teach nurses about critical thinking and judgment in direct care to ensure they understand the topic and that learning outcomes are comprehensively evaluated. The article is relevant to the topic since it focuses on improving learning outcomes. It is an accurate source since it is a prospective cohort study while its peer-reviewed nature underlines its quality.
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner: for the Health Care Professionals of the VA, DoD, and PHS, 36(6), 284–289. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590951/
Learning aims to improve health literacy, which entails obtaining, processing, and applying health information. Guided by this principle, Yen and Leasure (2019) explored the effectiveness of the teach-back method in patient education. The teach-back method’s central tenet is verifying the patient’s comprehension of health information. Consequently, nurses ask patients to repeat what they have been taught. This leads to an improved understanding of the concept and high knowledge retention. A similar approach can be used when teaching nurses about the importance of critical thinking and judgment in direct patient care. High information retention is crucial for nurses to be effective critical thinkers and enable them to judge situations appropriately. The article is relevant to the topic since it demonstrates how learning outcomes can be optimized by applying appropriate teaching strategies. It is an accurate source since findings from multiple sources have been compared to deduce the effectiveness of the teach-back method. Importantly, it is a quality source since it is a recently-published systematic review.
References
Afrasiabifar, A., & Asadolah, M. (2019). Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students. Investigacion y educacion en enfermeria, 37(1), 60-69. https://doi.org/10.17533/udea.iee.v37n1a07
Elsayed Abdelhalim, G., Mohamed Fouad Kamel, N., & Abd-ElRasoul, S. A. E. F. (2020). Effect of interactive learning environment on nursing students’ engagement and academic self-Concept. Egyptian Journal of Health Care, 11(1), 384-398. https://ejhc.journals.ekb.eg/article_175131_4ca13204b3ea308761ecd850fa8b42c6.pdf
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18, 1-11. https://doi.org/10.1186/s12909-018-1278-z
Mahajan, M., Hogewoning, J. A., Zewald, J. J. A., Kerkmeer, M., Feitsma, M., & van Rijssel, D. A. (2020). The impact of teach-back on patient recall and understanding of discharge information in the emergency department: the Emergency Teach-Back (EM-TeBa) study. International Journal of Emergency Medicine, 13(1), 1-8. https://doi.org/10.1186/s12245-020-00306-9
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner: for the Health Care Professionals of the VA, DoD, and PHS, 36(6), 284–289. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590951/
ORDER A PLAGIARISM-FREE PAPER HERE
An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.
The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting.
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: The Importance of Applying Critical Thinking and Judgment by Nurses in Direct Patient Care.
