01 Oct Innovative Teaching Strategies in Nursing and Related Health Professions
I need to do
– powerpoint presentation
– word docuent ( APA style , 7th Edition , font 12..)
Chapter 12 ( problem_ based learning) using the attched textbook
World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 [email protected] www.jblearning.com
Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com.
Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to [email protected]
Copyright © 2021 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner.
The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learning, LLC. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply its endorsement or recommendation by Jones & Bartlett Learning, LLC and such reference shall not be used for advertising or product endorsement purposes. All trademarks displayed are the trademarks of the parties noted herein. Innovative Teaching Strategies in Nursing and Related Health Professions, Eighth Edition is an independent publication and has not been authorized, sponsored, or otherwise approved by the owners of the trademarks or service marks referenced in this product.
There may be images in this book that feature models; these models do not necessarily endorse, represent, or participate in the activities represented in the images. Any screenshots in this product are for educational and instructive purposes only. Any individuals and scenarios featured in the case studies throughout this product may be real or fictitious, but are used for instructional purposes only.
The authors, editor, and publisher have made every effort to provide accurate information. However, they are not responsible for errors, omissions, or for any outcomes related to the use of the contents of this book and take no responsibility for the use of the products and procedures described. Treatments and side effects described in this book may not be applicable to all people; likewise, some people may require a dose or experience a side effect that is not described herein. Drugs and medical devices are discussed that may have limited availability controlled by the Food and Drug Administration (FDA) for use only in a research study or clinical trial. Research, clinical practice, and government regulations often change the accepted standard in this field. When consideration is being given to use of any drug in the clinical setting, the health care provider or reader is responsible for determining FDA status of the drug, reading the package insert, and reviewing prescribing information for the most up-to-date recommendations on dose, precautions, and contraindications, and determining the appropriate usage for the product. This is especially important in the case of drugs that are new or seldom used.
17017-7
Production Credits VP, Product Management: Amanda Martin
Director of Product Management: Matthew Kane Product Manager: Teresa Malmberg Product Assistant: Melina Leon Project Manager: Lori Mortimer Project Specialist: John Coakley Digital Project Specialist: Rachel Reyes Marketing Manager: Lindsay White Product Fulfillment Manager: Wendy Kilborn Composition: S4Carlisle Publishing Services Project Management: S4Carlisle Publishing Services Cover Design: Michael O’Donnell Text Design: Kristin Parker Rights & Media Manager: Shannon Sheehan Media Development Editor: Troy Liston Rights & Media Specialist: John Rusk Cover Image (Title Page, Part Opener, Chapter Opener): © Saicle/Shutterstock Printing and Binding: McNaughton & Gunn Cover Printing: McNaughton & Gunn
Library of Congress Cataloging-in-Publication Data
Library of Congress Cataloging-in-Publication Data not available at time of printing. Library of Congress Control Number (LCCN): 2019946517
E-ISBN: 9781284170184
6048
Printed in the United States of America 23 22 21 20 19 10 9 8 7 6 5 4 3 2 1
SECTION I
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
© Saicle/Shutterstock
Brief Contents
Foreword Preface Contributors Reviewers
Introduction
Effective Learning: What Teachers Need to Know
Culture and Diversity in the Classroom
The Teaching–Learning Experience from a Generational Perspective
Socializing Students to Professional Behaviors
Strategies for Innovation
Clinical Reasoning: Action-Focused Thinking
SECTION II
Chapter 7
Chapter 8
Chapter 9
SECTION III
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
SECTION IV
Chapter 15
Chapter 16
Chapter 17
Educational Use of Technology
Using Multimedia in the Blended Classroom
Teaching in the Online Environment
Social Media as a Context for Connected Learning
Teaching in Structured Settings
Using Lecture in Active Classrooms
Lighten Up Your Classroom
Problem-Based Learning
Debate as a Teaching Strategy
Games Are Multidimensional in Educational Situations
Teaching in Experiential Practice Settings
The Clinical Skills Laboratory
Interprofessional Education Strategies
High-Fidelity Patient Simulation: An Evolving Strategy
Chapter 18
Chapter 19
SECTION V
Chapter 20
Chapter 21
Chapter 22
Chapter 23
Chapter 24
SECTION VI
Chapter 25
Chapter 26
Chapter 27
Facilitating Learning Using Patient Simulation
Learning in an Interprofessional Faculty-Mentored Student Practice Center
Teaching in Unstructured Settings
Philosophical Approaches to Clinical Instruction
Crafting the Clinical Experience: A Toolbox for Healthcare Professionals
Clinical Preceptorships
Service Learning
Engaging Students in Global Health Endeavors
Evaluation
Concept Mapping: A Meaningful Learning Tool to Promote Conceptual Understanding and Clinical Reasoning
The Clinical Pathway: A Tool to Evaluate Clinical Learning
Truth or Consequences: The Significance of Giving and Receiving Evaluation Feedback
Chapter 28 Program Evaluation Index
SECTION I
Chapter 1
Chapter 2
© Saicle/Shutterstock
Contents
Foreword Preface Contributors Reviewers
Introduction
Effective Learning: What Teachers Need to Know
Theories of Learning Approaches to Learning Use of Learning Styles and Preferences Effective Teaching for Effective Learning Future Considerations Conclusion Discussion Questions References
Culture and Diversity in the Classroom
Introduction The Past
Chapter 3
Chapter 4
Chapter 5
The Present The Importance of Culture in Education Working with a Diverse Student Body Faculty Diversity Conclusion Discussion Questions References
The Teaching–Learning Experience from a Generational Perspective
Introduction Generational Perspectives of Faculty and Students Generational Considerations for Educators Conclusion Discussion Questions References
Socializing Students to Professional Behaviors Cultivation of Professional Behaviors Connection Between Bullying and Unsafe Behaviors Moral Distress Coping Strategies for Students Looking in the Mirror: Self-Reflection for Teaching Faculty Conclusion References
Strategies for Innovation Introduction The Themes of Innovation Developing Innovative Strategies The Innovation Process Becoming an Innovation Leader The Costs and Benefits of Change
Chapter 6
SECTION II
Chapter 7
Chapter 8
Conclusion Discussion Questions References
Clinical Reasoning: Action-Focused Thinking Introduction Clinical Reasoning Framework Types of Learners Conditions for Learning Potential Issues Conclusion Discussion Questions References
Educational Use of Technology
Using Multimedia in the Blended Classroom
Definition and Purposes Theoretical Foundations Types of Learners Conditions for Learning Using the Method Conclusion Discussion Questions References
Teaching in the Online Environment
Introduction Definitions and Purpose Theoretical Foundation Types of Learners
Chapter 9
SECTION III
Chapter 10
Synchronous Versus Asynchronous Resources and Methods Using the Method Conclusion Discussion Questions References Recommended Reading
Social Media as a Context for Connected Learning Introduction Using Social Media Tools Within a Course Using Social Media to Connect Beyond the Course Conclusion Discussion Questions References
Teaching in Structured Settings
Using Lecture in Active Classrooms
Introduction Definition and Purposes Theoretical Rationale Types of Learners Preparing Oneself to Lecture Resources Potential Issues Evaluation Conclusion Discussion Questions References
Chapter 11
Chapter 12
Chapter 13
Lighten Up Your Classroom Introduction Definition and Purpose Theoretical Foundations Types of Learners Conditions for Learning Resources Using the Method Potential Issues Conclusion Discussion Questions References Humor Assessment Resources Directions Sources
Problem-Based Learning Introduction Definition and Purpose Theoretical Rationale Conditions for Learning Resources Using the Problem-Based Learning Method Using the Problem-Based Learning Method Potential Issues Conclusion Discussion Questions References
Debate as a Teaching Strategy Introduction Theoretical Rationale
Chapter 14
SECTION IV
Chapter 15
Conditions for Learning Types of Learners Resources Using the Method Potential Issues Conclusion Discussion Questions References
Games Are Multidimensional in Educational Situations Introduction Definition and Purpose Theoretical Foundations Conditions for Learning Types of Learners Resources Using the Method Potential Issues Conclusion Discussion Questions References Recommended Readings
Teaching in Experiential Practice Settings
The Clinical Skills Laboratory
Definition and Purpose Theoretical Rationale Selecting Teaching Strategies Conditions for Learning and Resources
Chapter 16
Chapter 17
Chapter 18
Using the Method Potential Challenges Conclusion Discussion Questions References
Interprofessional Education Strategies Introduction Interprofessional Education Theoretical Foundation Types of Learners Using the Method: Interprofessional Education Strategies Potential Problems Conclusion Discussion Questions References Recommended Reading
High-Fidelity Patient Simulation: An Evolving Strategy Introduction Definition and Purposes Simulation-Enhanced Interprofessional Education High-Fidelity Human Patient Simulators Conditions for Learning Theoretical Foundations Nursing Resources for the Use of HPS Trends and Gaps in the Use of Simulation Recommendations for the Future of High-Fidelity Simulations Conclusion Discussion Questions References
Facilitating Learning Using Patient Simulation
Chapter 19
SECTION V
Chapter 20
Introduction Definitions Purpose of Integrating Simulation Educator Development in Simulation Pedagogy Using Simulation as a Teaching Strategy Implementing the Simulation-Based Learning Experience Evaluation/Assessment Research and Advancement Opportunities Conclusion Discussion Questions References
Learning in an Interprofessional Faculty-Mentored Student Practice Center
Introduction Definition and Purpose of the Teacher-Practitioner-Scholar Model Use of the Teacher-Practitioner-Scholar Model The Advanced Practice Clinical Center Types of Learners Conclusion Discussion Questions References
Teaching in Unstructured Settings
Philosophical Approaches to Clinical Instruction
Introduction Role of the Clinical Instructor Foundations for the Selection of Clinical Activities Innovations in Clinical Instruction Faculty Development
Chapter 21
Chapter 22
Chapter 23
Conclusion Discussion Questions References
Crafting the Clinical Experience: A Toolbox for Healthcare Professionals
Introduction Role Preparation Implementing the Role Student Issues Evaluation of Clinical Learning Conclusion: Light at the End of the Tunnel Discussion Questions References
Clinical Preceptorships Introduction Definition and Purposes Clinical Teaching Models The Precepting Process Rules and Regulations Resources The Precepting Method Evaluating the Precepted Clinical Experience Challenges in Preceptorship Learning Recognizing the Preceptor’s Contribution Conclusion References Recommended Reading
Service Learning Introduction Definition and Purpose
Chapter 24
SECTION VI
Chapter 25
Theoretical Foundations Types of Learners Conditions for Learning Resources Using the Method Reflection Potential Problems Conclusion Discussion Questions References
Engaging Students in Global Health Endeavors Introduction Definition and Purposes Theoretical Rationale Crafting the Global Experience Learners: Recruiting and Cultivating Interest The In-Country Experience Conclusion Resources Discussion Questions References
Evaluation
Concept Mapping: A Meaningful Learning Tool to Promote Conceptual Understanding and Clinical Reasoning
Introduction Definition and Purposes Theoretical Rationale Conditions
Chapter 26
Chapter 27
Chapter 28
Types of Learners Using the Method Conclusion Discussion Questions References
The Clinical Pathway: A Tool to Evaluate Clinical Learning Introduction Definition and Purpose Theoretical Foundations Conditions Types of Learners Resources Using the Method Potential Issues Conclusion Discussion Questions References
Truth or Consequences: The Significance of Giving and Receiving Evaluation Feedback
Introduction Definition and Purpose Theoretical Foundations Types of Learners Conditions for Giving Feedback (Where, When, and Why) Using the Method Potential Issues Conclusion Discussion Questions References
Program Evaluation
Introduction Defining Program Evaluation Finding Value in Program Evaluation Program Evaluation Perspectives Examining the Context for Program Evaluation Theories of Program Evaluation Frameworks for Program Evaluation Culture of Program Evaluation Standards and Process of Program Evaluation Conclusion Discussion Questions References Index
© Saicle/Shutterstock
Foreword
Some of us in education were fortunate enough to become academically prepared to teach, design learning experiences and curricula, and evaluate learners’ achievements and programmatic effectiveness. We are in the minority. Many people, even today, enter into an educator role armed with great experiences, a degree in a specialty field (such as nursing, medicine, pharmacy, or physical therapy), and a desire to help others learn. The proverbial “toolkit” to teach has relatively few tools in it. As a result, some of us struggle through by the familiar, all-too-common, and unnecessary approach of trial and error. Some of us are fortunate enough to be paired with master teachers who vest their knowledge and abilities in us so that we can learn a new role. Or, we find a reference (or several) that helps us figure out what this new field of endeavor is.
Along comes the latest edition of Innovative Teaching Strategies in Nursing and Related Health Professions. The eighth edition, as those before it, is packed with information that is useful to two diverse audiences:
1. The new-to-education people (described previously), and 2. The seasoned educators (who want/need validation, a handy reference, or a
review of what is new).
The first group obviously benefits from such a book. For example, if we had never really taught before (providing a presentation occasionally at a continuing education event is helpful, but those learners are typically very different from those seeking formal degrees), wouldn’t we want to know if the people we are serving (our learners) were learning effectively? Understanding how students learn helps us figure out quickly that the lecture format, while useful, cannot be our primary strategy to help others learn, especially in practice-based disciplines.
When learners were homogenous (mostly men in medicine and women in nursing, as an example; almost always white and young), we didn’t seem to worry so
much about cultural considerations. Then we realized that if we wanted to be effective as providers of health care, we needed to understand how people different from us view the world and health care. And that idea carried over to the desire to incorporate an array of people known as physicians, nurses, pharmacists, therapists, and so forth. Once we committed (or remain in the phase of committing) to a broader perspective of who could be a healthcare provider, we had to look at what and how we were teaching them about their profession and how to care for people who were different from them. Those are just some of the examples of what new-to-education people are grappling with.
Although we might think the second group needs little help, we know that is incorrect because knowledge and strategies are changing all the time. So, even though some of us are seasoned, we can hardly keep up with the numerous changes that affect what we teach and how we teach it, let alone emerging frameworks for learning and evaluation. Moving from the idea of critical thinking to one of clinical thinking or reasoning is one such example. Seasoned faculty have had the majority of their experience in teaching in a formal classroom setting, so when online education emerged, we had a lot of people scrambling to learn how best to take on this new approach, whether it was the solo modality or part of a hybrid approach. And no matter how quickly we adapted, the advent of social media presented a major challenge. What was once one or two approaches to learn has mushroomed to the point that we have to determine which of the many options we will incorporate to communicate with learners and engage them as active learners. I personally love that the book addresses humor in the classroom because a lot of people have gotten that all wrong!
Because developing skills remains such a critical part of many roles, finding chapters on what to do with the skills of teaching is useful. Whether those skills are a part of a basic skills lab or a part of high-fidelity simulation, they take knowledge and practice to be effective. Then, we have the all-important actual clinical experiences. No aspect of teaching seems to be omitted in this book, which is a good thing based on the flexibility we must embrace to create memorable and sustainable learning opportunities.
Two more recent foci of educational changes have been the need to think globally (or, my favorite version of it—glocally) and to be engaged in interprofessional learning to enhance interprofessional practice. These two concepts are also addressed.
From learning to understand the students to learning to understand what students learned, this book takes us through the various aspects so that we can either learn the information we don’t have or enhance the information we do have. Being able to find information in one place that enhances our ability to work with learners is a gift. Enjoy the present.
Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAONL, FAAN
President, The Wise Group Professor and Dean Emerita, Texas Tech University Health Sciences Center,
School of Nursing Editor in Chief, The Journal of Continuing Education in Nursing Editor in Chief, Nursing Forum
© Saicle/Shutterstock
Preface
This edition of Innovative Teaching Strategies in Nursing and Related Health Professions continues the theme of interdisciplinary collaboration in health professions education. The need to capitalize on the contributions of numerous healthcare professionals is increasingly important in light of the current, complex healthcare system. Education has a knowledge base that crosses over disciplinary lines and is one we need to understand in order to be effective in our work. The strategies presented are timely, used by seasoned educators, and consider both teachers and learners. You can use these strategies in structured (classroom or online) settings, clinical practice lab settings, and patient care clinical practice settings (unstructured).
This text incorporates educational principles and techniques to encourage and advance learning for students in all higher education settings, at the graduate and undergraduate levels. Learning is the focus, and educators can choose strategies that best address the learning needs of students in their professions. This book also includes strategies for recognizing and working with a diverse student population.
It is not possible to present all methods and versions of technology that are available, but we present effective ways to utilize current and future technology to enhance learning. Technology is a means, not an end, to enhance teaching effectiveness. It is the individual teacher who uses evidence and best practices to make decisions about which strategy or form of technology to use to meet learning goals.
This edition contains a new chapter addressing essential behaviors, which all students entering the health professions need to know and apply. Underlying values and principles are presented and methods are provided to socialize students and teach them professional behaviors in face-to-face, online, and clinical settings.
Where interprofessional education (IPE) often began as a novelty experience tacked on to health professions programs, it has become a key thread in most health
professional curricula. Chapters on the clinical skills lab and educational simulation reflect the increasing integration of IPE into health professions programs.
It is our intent that this book will be a useful resource for current and future educators in all health professions to utilize strategies which encourage students to enhance and deepen their learning.
Martha J. Bradshaw
Beth L. Hultquist Debra Hagler
The editors wish to acknowledge our wonderful chapter authors. These
contributors have so generously shared their knowledge and expertise as a lasting gift to their fellow educators, students, and future patients.
© Saicle/Shutterstock
Contributors Stephanie S. Allen, MS, RN, CNS Registered Nurse, Clinical Nurse Specialist Children’s Health Care System of Texas Dallas, TX
Catherine Bailey, PhD, RN, CNE Associate Professor Texas Woman’s University T. Boone Pickens Institute of Health Sciences-Dallas Center The Houston J. and Florence A. Doswell College of Nursing Dallas, TX
Margaret Calacci, MS, RN, CNE, CHSE Director, Simulation and Learning Resources Arizona State University Edson College of Nursing and Health Innovation Phoenix, AZ
Liliana Coman, BHSc, (PT) MSc, MD Associate Professor McMaster University Hamilton, Ontario, Canada
Steven R. Crawford, EdD District Director, Maricopa Center for Learning and Innovation Maricopa Community Colleges Tempe, AZ
Mariana D’Amico, EdD, OTR/L, BCP, FAOTA Associate Professor Nova Southeastern University Tampa, FL
Jason Gabarino, DNP, RN-BC, CNL Clinical Assistant Professor
University of Vermont Burlington, VT
Lynn Jaffe, ScD, OTR/L, FAOTA Professor Florida Gulf Coast University Fort Myers, FL
Kim Leighton, PhD, RN, CHSE, CHSOS, ANEF, FAAN Curriculum & Instruction Developer Chamberlain College of Nursing Downers Grove, IL
Arlene Lowenstein, RN, PhD Professor Emeritus Simmons University Boston, MA
Jennifer E. Mackey, MA, CCC-SLP Assistant Professor and Director of Clinical Education MGH Institute of Health Professions Department of Communication Sciences and Disorders Boston, MA
Hendrika Maltby, PhD, RN, FACN Professor University of Vermont Burlington, VT
Lesley Maxwell, MS, CCC-SLP Associate Professor and Associate Chair MGH Institute of Health Professions Department of Communication Sciences and Disorders Boston, MA
Rebecca Meraz, PhD, RN, CCRC, CHFN-K Assistant Professor Louise Herrington School of Nursing Baylor University Dallas, TX
Marjorie Nicholas, PhD, CCC-SLP Professor and Chair MGH Institute of Health Professions Department of Communication Sciences and Disorders Boston, MA
Gregory G. Passmore, PhD, CNMT, NMTCB(RS) Professor, Nuclear Medicine Physics and Radiologic Sciences Nuclear Medicine and Molecular Imaging Program Director Augusta University Augusta, GA
Lyn Prater, RN, PhD
Clinical Professor Louise Herrington School of Nursing Baylor University Dallas, TX
Karen J. Saewert, PhD, RN, CPHQ, ANEF Clinical Professor & Senior Director, Interprofessional Education and Practice Edson College of Nursing and Health Innovation Arizona State University Phoenix, AZ
Jenn Salfi, RN, BScN, MSc, PhD Associate Professor Department of Nursing, Brock University St. C
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteEdu. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
Do you need help with this question?
Get assignment help from WriteEdu.com Paper Writing Website and forget about your problems.
WriteEdu provides custom & cheap essay writing 100% original, plagiarism free essays, assignments & dissertations.
With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Chat with us today! We are always waiting to answer all your questions.