scholarly journals A Model for Easily Incorporating Team-Based Learning into Nursing Education

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Heidi A. Mennenga ◽  
Tish Smyer
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
National Council ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Interprofessional Teamwork ◽  
Team Based Learning

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students.

scholarly journals Facilitation strategies used in e-learning by nurse educators in Rwanda

2017 ◽  
Vol 8 (1) ◽  
pp. 24 ◽  
Author(s):  
Alexis Harerimana ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Positive Impact ◽  
Tertiary Education ◽  
Mediated Learning ◽  
Innovative Teaching ◽  
Essential Information ◽  
E Learning

Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

Clinical Postconference Pedagogy: Exploring Evidence-Based Practice With Millennial-Inspired “Building Blocks”

2012 ◽  
Vol 18 (1) ◽  
pp. 13-16 ◽  
Author(s):  
Kristin A. Schams ◽  
Jackie K. Kuennen
Keyword(s):  
Nursing Education ◽  
Evidence Based Practice ◽  
Teaching Strategy ◽  
Building Blocks ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Care Environment ◽  
Innovative Teaching ◽  
Innovative Teaching Strategy

This article reports an innovative teaching strategy consisting of learning units whereby students come to postconference sessions prepared to share evidence-based practice (EBP) information associated with upcoming laboratory concepts, discover relationships among laboratory concepts and current nursing practice, and associate personal clinical experiences with the practice environment. This strategy, named “Building Blocks,” represents one method to transform nursing education into a more active process, and also has the potential to prepare graduates who can function in a dynamic health care environment incorporating EBP.

scholarly journals Disrupting Nursing Education in Light of COVID-19

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Daniel Weberg ◽  
Garrett Chan ◽  
Mary Dickow
Keyword(s):  
Nursing Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Clinical Experiences ◽  
Innovative Teaching ◽  
New Methods ◽  
Online Coursework ◽  
Current Events ◽  
New Thinking ◽  
The Moment

Healthcare and health professions education is at the moment of a paradigm shift. The traditions of our institutions, such as in person courses and clinical experiences, are under tremendous strain. The COVID-19 pandemic, and sudden shift to almost fully online coursework, has provided a catalyst for new methods of nursing education for our profession. Crisis creates significant energy and can generate solutions to past barriers. Nursing education continues to be disrupted by the current events that require new thinking and innovation to create the nursing workforce of the future. In this article, we briefly discuss today’s challenges and the pandemic disruption and subsequent call for innovation. We offer evidence to support the path forward and examples of how to layer technology into innovative teaching and learning.

scholarly journals 315A new strategy for teaching Epidemiology in Public Health Education: Hybrid Team Based Learning-Personalised Education

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Tam Ha ◽  
Byron Kemp ◽  
Margaret Wallace
Keyword(s):  
Public Health ◽  
Learning Styles ◽  
Teaching Strategy ◽  
Weighted Average ◽  
Public Health Education ◽  
Innovative Teaching ◽  
Self Confidence ◽  
Team Based Learning ◽  
New Strategy ◽  
The Individual

Abstract Focus of Presentation Hybrid Team Based Learning and Personalised Education (HTBL-PE) is an unique student-centred teaching strategy used to teach epidemiology in the Bachelors of Public Health at the University of Wollongong. It aims to systematically build abilities in epidemiology; strengthen self-confidence and belief, by teaching the way students learn and harnessing team’s capabilities to strengthen the individual. Findings 73 out of 84 students enrolled in Spring 2019, completed surveys at the beginning and end of semester (87%). At the end of semester, the vast majority of students indicated their interest in epidemiology increased (93%), critical thinking had improved (92%), and their confidence as independent learners had increased (86%). More than two thirds of the students had already applied learnings from this subject in other settings (67%). In general, these outcomes did not differ significantly by gender or across learning styles. Students’ final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Mean scores were >84/100 overall for the subject (<0.5% failure rate). Conclusions HTBL-PE is a new, innovative teaching strategy with low failure rates and high mean scores. Successful attainment of learning outcomes did not differ across gender or learnings styles. Key messages HTBL-PE is an effective teaching strategy with positive student outcomes. It caters to a variety of students and learning styles with evidence students have applied these techniques to other learning settings.

scholarly journals Role of Literature in Inclusive Education

2019 ◽  
Vol 9 (1) ◽  
pp. 5322-5324
Keyword(s):  
Inclusive Education ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Innovative Teaching ◽  
Language Curriculum ◽  
Slow Learners ◽  
Curriculum Instruction ◽  
Common Learning ◽  
Class Room

Purpose of this paper is to help the teachers to implement pattern of teaching strategy based on inclusive Education, in the light of using literature as a class –room process. And this study examined relationship between teaching perception of inclusion and their teaching practices. So in this paper I am focusing on how language teacher can overcome the complex, issues, surrounds and challenging situations of inclusive Education in the class –room. Various aspects of learning Disability that can be interacted by intellectual teachers through their professional development. Potential implications of the teaching strategies will help the slow learners and reluctant learners. Every Teacher in the class-room can carry out proper inclusive Education in a common learning Environment. It is also considered to be the development of challenged students is possible based on particular syllabus. The elements of language curriculum, instruction and setting that can be modified for adaptation. I am highlighting the role of literature in inclusive education pertaining to the various aspects of innovative teaching strategies.

Transforming Introductory Sociology with Team-Based Learning: Sufficient Value and Surmountable Challenge?

2020 ◽  
Vol 48 (4) ◽  
pp. 272-282
Author(s):  
Jennifer Roebuck Bulanda ◽  
Shelby Frye
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Student Resistance ◽  
Teaching Techniques ◽  
Scholarship Of Teaching ◽  
Traditional Lecture ◽  
Introductory Sociology ◽  
Team Based Learning ◽  
Potential Benefits

Team-Based Learning (TBL) is a highly structured, immersive teaching strategy that emphasizes active learning through peer teams. Despite its many potential benefits for teaching introductory sociology, it has been slow to gain traction in the discipline. Instructors may debate whether the value of TBL is sufficient to justify its challenges, which may include student resistance, increased time demands, and difficulty envisioning implementation. We aim to resolve this debate in four ways by (1) familiarizing faculty with the TBL method, (2) examining the value of TBL for students and instructors, (3) discussing strategies for overcoming challenges, and (4) offering an example of how TBL can be implemented in an introductory sociology course. As the scholarship of teaching and learning continues to challenge faculty to implement forward-thinking teaching techniques that move beyond traditional lecture, we conclude that TBL offers a compelling framework for transforming the introductory sociology course.

Use of Mobile Technology at Montclair State University

2010 ◽  
pp. 292-308
Author(s):  
Patricia Kahn ◽  
Edward Chapel
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
High Speed ◽  
Teaching And Learning ◽  
State University ◽  
Innovative Teaching ◽  
Qualitative Survey ◽  
Technology Service ◽  
Rich Media ◽  
Survey Results

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University, which began in the fall 2005 semester, provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS (location based services) capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

Incivility experiences of nursing students in South Korea

2016 ◽  
Vol 25 (2) ◽  
pp. 186-198 ◽  
Author(s):  
Myung Sun Hyun ◽  
Jennie C De Gagne ◽  
Jeonghwa Park ◽  
Hee Sun Kang
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
South Korea ◽  
Technology Use ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Academic Motivation ◽  
Qualitative Content Analysis ◽  
Research Question

Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.

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