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Nursing Education StrategiesResearch Proposal

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¶ … communication process for example age, ethnicity/Culture, gender, environment, etc.

This statement goes well with the Commission on Collegiate Nursing Education (CCNE) standards and guidelines that focus on communication in conjunction with effective instruction. Standard 3 of CCNE specifically covers curricular objectives as well as providing clear statements to students of expected learning relating to student outcomes. Most students often have a difficult time learning and doing everything else in their lives. A nursing student has an even bigger burden. Communication between instructor and nursing student will provide a much easier and smoother transition for effective learning and absorption of curriculum (Standard III F).

Continuing with the theme of communication, statement 2 is:

I use effective communications skills in order to promote and establish unique client-focused relationships.

This again goes well with Standard III of CCNE because nurse education and nursing in general revolves a lot around communication. When a nurse educates a patient for a long-term treatment plan, or a nurse has to deal with gathering patient history, the added level of communication helps. Going back to the student instructor relationship, students should feel comfortable enough to ask questions. Furthermore, instructors should feel at ease evaluating the progress of a student (Standard III-G).

3. Using non-verbal strategies for efficient communication. An example of this is eye contact.

Standard III of CCNE revolves around teaching-learning practices and curriculum. Standard III G. centers on student performance evaluation. Noticing nonverbal cues from students or in a non-education setting like patients, helps promote effective communication amongst both parties involved. This is especially true for assessment when students or patients may not want to give more information. Nonverbal cues help determine what the student or patient wants to convey.

Going back to assessment, statement 4 focuses on evaluation and discernment.

4. I collect valuation data utilizing a holistic context. My valuation includes psychological, biological, social, cultural and spiritual assessment.

This statement goes well with Standard III-H of CCNE. The standard explains evaluation of teaching and learning practices and curriculum. It is always important to evaluate the incoming data from the healthcare world. The process of gathering new data is continual and evaluation for quality and cohesion promotes better delivery of practices and guidelines. Keeping informed of current events and information is a fundamental aspect of being a nurse.

Part 2:

Utilizing #1 statement from part 1 (I identify factors that may influence the communication process for example age, ethnicity/culture, gender, environment, etc.) three learning objectives will be derived. These learning objectives enable awareness of competencies not entirely based on the classic task-driven motor aptitude. "Competencies needed in the 21st century are not based entirely on task-driven motor skills because comprehensive knowledge is essential to care for complex patients" (Strong, Kane, Petras, Johnson-Joy & Weingarten, 2014, p. 196). The three learning objectives are:

1. Apply suitable communication abilities across settings, audiences, and purposes.

2. Practice critical thinking in order to develop groundbreaking and well-founded viewpoints connected to the pupil's emphases.

3. Construct and maintain effective and healthy relationships.

a. In order to achieve such learning objectives, the criterion for information that will promote students absorbing and learning such objectives will focus on viewing information from a diversified perspective such as articles that come from various countries, and current literature that offers a holistic approach to learning. This may include utilizing various areas of communication and nursing.

3. I feel a blended approach is the best approach when it comes to course design because the contemporary approach does not seek to learn from the past and the traditional approach does not utilize the innovations and modifications of now. A balanced approach will not only keep students informed of the present, but will also educate them of the successes of the past.

B.

Role-playing offers a great way for students to understand things from a different perspective. They say the best way to learn is to teach. Therefore, if students take on the role of instructor in some lessons, they can then learn further, what they could not as just a student. Role-playing the role of potential patient can also allow students to promote higher levels of awareness and understanding because they are putting themselves into the shoes of a patient they may see (Binder, 2013).

One clear advantage of role-playing is variety. It gives students something more to work with than simply following the traditional tasks assigned to students. That variety encourages enjoyment of activities and a sense of progression and awareness. One disadvantage of role-playing is lack of control in the student's experience. Students may not easily identify with the assigned role and lack enough understanding. Some students may not even be willing to participate effectively, decreasing the value of such a strategy.

Portfolios are a great tool to enable growth in students. This is because students can see their growth and progress as their portfolio grows. Portfolios enable a sense of self-awareness and self-evaluation. In fact, assessment is the main reason why portfolios are an effective strategy. As assessment remains an integral part of learning and teaching, portfolios deliver the necessary avenue for evaluation.

One clear advantage of portfolios is the ability for students and instructors to evaluate their work. Instructors can see where the student may lack or excel. They can also see if they themselves have contributed enough compared to other student portfolios. The disadvantage to portfolios is the pressure to produce something by a certain time. Sometimes students may not feel motivated enough to create enough to form a portfolio.

C.

Colleges and universities use norm-referenced tests or NRTs in order to classify students. They are designed to highlight success differences among and between students to create a dependable rank order consisting of pupils over a continuum of success from those that are classified as high achiever to those that are low achievers (Anagnostou et al., 2013). It may be important to classify students this way in order to place properly students in either gifted or remedial programs. A nursing fundamentals course may be a great starting point to classify students. The process is expensive and test publishers only use such a process for around seven years.

CRTs or criterion-referenced tests does not compare test takers to others. It tests what a student can do as well as what they know. CRTs are great assessment tools because it allows instructors to see how a student progresses and what they have learned. In a way, it acts like a progress report. Both methods of testing can be standardized and allow for differing forms of assessment.

D.

There are several advantages to true-false tests. First is versatility. True-false items remain adaptable to the standard measurement of a broad assortment of learning outcomes. Second, scoring keys may be economically applied through clerical assistants or machine. Third, efficiency due to the higher quantity of response rates that can be gathered from a given quantity of written material and administered amount of time.

Some of the disadvantages of true-false items is lack of potential evaluation (McAllister & Giudice, 2012, p. 193). True-false items do not reveal the progress a student has made because there are only two options to choose. A student may simply guess on most of the exam and still have a high chance of passing. True-false items are not an accurate way to measure learning and progress.

The advantages of multiple-choice tests are several. These kinds of tests allow for more adequate sampling of educational content. Items are scored more reliably and efficiently vs. supply items. Varying response alternative may supply diagnostic feedback. The test can be constructed to address varying levels of cognitive complexity.

The disadvantages are several. People can guess most of their answers and pass. It does not provide enough of a comprehensive lens to perform individual assessments. The questions may be too standardized and avoid enabling critical thinking in students. Answers may confuse students if they are too similar or too obvious.

E.

Construct and maintain effective and healthy relationships.

Question: What nursing bedside manner does not fit?

A. Answering a patient's question while filling out forms.

B. Listening intently with no interruption as patient gives medical history.

C. Offering a patient a private consultation area to begin questioning.

D. Matching a patient's body language.

1. When reviewing effective item stem construction, it is important to understand the stem should be meaningful on its own (Tarrant & Ware, 2012, p. 98). That means a stem should represent a clear problem. Furthermore, the stem must not contain irrelevant subject matter or material because this can decrease the validity and reliability of test scores. Lastly, item stems should be negatively stated only in the instance when major learning outcomes require it. I used a negative because I was covering a major topic, nursing bedside manners.

2. In order to have good response options, there must be some level of questioning as to which one may be the right answer. If one answer seems like the clear solution, the test becomes… [END OF PREVIEW]

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