Please use the teaching matrix and the topic is wound care and wound dressing changes
Assignment: Teaching Strategies and Methods for Effective Nursing Education
Part 1: Teaching Strategies Matrix
Recalling our previous sample topic of SSI risk and prevention, a nurse educator would select an appropriate teaching strategy to facilitate learning for each learner group. For example, the educator may select a combination of lecture and simulation for the nursing student group but demonstration for patients/caregivers.
Tailoring the teaching strategy to the learner is vital. Now that you have considered the learner characteristics of your different learner groups, what are some effective teaching strategies and methods to support each group? In Part 1 of this two-part Assignment, you will examine different teaching strategies/methods and their efficacy for meeting the needs of learners in your topic area.
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To Prepare:
Review the types of teaching strategies/methods outlined in the Learning Resources. Select five to investigate further that may be appropriate for your topic and learner groups. The simulation must be one of the strategies you select and investigate.
Download the Teaching Strategies Matrix, found in the Learning Resources.
The Assignment
Complete the Teaching Strategies Matrix by addressing the following for each of the five teaching strategies:
Description of Teaching Strategy/Method
Domain of Learning
Description of Strengths
Description of Limitations
Learners and Settings Best Aligned With This Strategy/Method
Topics Best Aligned With This Strategy/Method
Nursing-Based Example
Use the Learning Resources and/or best available evidence from current literature to support your matrix.
By Day 7 of Week 3
Submit Part 1: Teaching Strategies Matrix.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “MD2AssgnP1+last name+first initial.(extension)” as the name.
Click the Module 2 Assignment Part 1 Rubric to review the Grading Criteria for the Assignment.
Click the Module 2 Assignment Part 1 link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “MD2AssgnP1+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission
Part 1. Teaching Strategies
Matrix
Note: You will use this completed Teaching
Strategies Matrix to help you in selecting an appropriate teaching
strategy/method for your topic for each learner group and to inform your paper
in Part 2. Teaching Strategy and Learning Environment, due in
Week 4.
Description of Teaching Strategy/Method
Domain
of Learning
Description
of Strengths
Description
of Limitations
Learners
and Settings Best Aligned With This Strategy/Method
Topics
Best Aligned With This Strategy/Method
Nursing-Based
Example
1.
2.
3.
4.
5. Simulation
Use the
Learning Resources and/or best available evidence from current literature to
support your matrix.
References Please use this reference
Week 3: Teaching Strategies and Methods
What does it mean for a nurse educator to consider a variety of teaching strategies and methods? How can nurse educators ensure learner-centered courses and learning experiences appropriate for diverse learner groups with various learner characteristics?
Think for a moment of the nursing education you yourself have experienced to date, either as part of a formal program of study or as part of your ongoing professional development. Were the instructional strategies passive or active in their approach? What domains of learning did your education cover? Was the emphasis on knowledge (i.e., cognitive); attitudes, beliefs, values, feelings, and emotions (i.e., affective); or the development of manual or physical competencies (i.e., psychomotor)? Recalling your own experiences like this (e.g., how the content was delivered, how well you responded) can assist you in developing your own lessons personalized for the learner, the learning domain, and the purpose.
This week, you compare different teaching strategies and methods in order to address learner characteristics and analyze different learning environments to support those teaching strategies.
Learning Objective
Students will:
Compare teaching strategies and methods
Learning Resources Please use 3 of these references
D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier/Saunders.
Chapter 10, “Designing Courses and Learning Experiences” (pp. 180–200)
Note: You should have a personal copy of this text that was required for NURS 6321. Focus on “Designing Learning Experiences” (pp. 185–190).
Bonnel, W. E., Smith, K. V., & Hober, C. L. (2019). Teaching technologies in nursing and the health professions: Strategies for engagement, quality, and safety (2nd ed.). New York, NY: Springer.
Chapter 12, “Simulation: Creating Safe Environments for Learning Patient Care” (pp. 163–178)
Credit line: Teaching technologies in nursing and the health professions: Strategies for engagement, quality, and safety, 2nd Edition by Bonnel, W. E., Smith, K. V., & Hober, C. L. Copyright 2019 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.
Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education. OJIN: The Online Journal of Issues in Nursing, 23(2). doi:10.3912/OJIN.Vol23No02PPT39
Foronda, C. L., Alfes, C. M., Dev, P., Kleinheksel, A. J., Nelson, J, Douglas, A., . . . Samosky, J. T. (2017). Virtually nursing: Emerging technologies in nursing education. Nurse Educator, 42(1), 14–17. doi:10.1097/NNE.0000000000000295
Jimenez, Y. A., Cumming, S., Wang, W., Stuart, K., Thwaites, D. I., & Lewis, S. J. (2018). Patient education using virtual reality increases knowledge and positive experience for breast cancer patients undergoing radiation therapy. Supportive Care in Cancer, 26(8), 2879–2888.
Leibold, N., & Schwartz, L. (2017). Virtual simulations: A creative, evidence-based approach to develop and educate nurses. Creative Nursing, 23(1), 29–34. doi:10.1891/1078-4535.23.1.29
Pandrangi, V. C., Gaston, B., Appelbaum, N. P., Albuquerque, F. C., Levy, M. M., & Larson, R. A. (2018). Application of virtual reality in patient education. Journal of the American College of Surgeons, 227(4), e246. doi:10.1016/j.jamcollsurg.2018.08.668
Park, H., & Yu, S. (2018). Policy issues in simulation-based nursing education and technology development. Health Policy and Technology, 7(3), 318–321. doi:10.1016/j.hlpt.2018.06.003
Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education. OJIN: The Online Journal of Issues in Nursing, 23(2). doi:10.3912/OJIN.Vol23No02PPT39
Winkler, S. L., Schlesinger, M., Kruegar, A., & Ludwig, A. (2019). Amputee perspectives of virtual patient education. The Qualitative Report, 24(6), 1309–1318. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss6/8/
Society for Simulation in Healthcare. (n.d.). About simulation. Retrieved from https://www.ssih.org/About-SSH/About-Simulation
Assignment: Teaching Strategies and Methods for Effective Nursing Education
To go to the next week:
Week 4
