scholarly journals Nearpod: An Innovative Teaching Strategy to Engage Students in Pathophysiology/ Pharmacology

2021 ◽  
Vol 60 (7) ◽  
pp. 422-423
Author(s):  
Dawn Sarginson ◽  
Sara McPherson
Keyword(s):  
Teaching Strategy ◽  
Innovative Teaching ◽  
Innovative Teaching Strategy

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.

Breaking the Cycle of Shame: Socratic Teaching Methods to Enhance Critical Thinking

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 77-94
Author(s):  
Millicent Carvalho-Grevious
Keyword(s):  
Critical Thinking ◽  
Phenomenological Study ◽  
Teaching Strategy ◽  
Cognitive Learning ◽  
Basic Knowledge ◽  
Innovative Teaching ◽  
Course Materials ◽  
Socratic Questioning ◽  
Engagement Assessment ◽  
Innovative Teaching Strategy

This phenomenological study examines the process of increasing the critical thinking proficiency of academically underprepared millennial BSW students using the Paideia Socratic Seminar (PSS). This study explores both students’ dispositions toward engaging in critical thinking and what occurs when they do not fully comprehend or read course materials. Additionally, it explores how students manage the pressures of coursework and the conflict management methods they use. PSS is an innovative teaching strategy for increasing students’ critical thinking based on Socratic questioning. The setting is the author’s “Seminar in Helping” course, which is the first of five practice courses for BSW students. This course introduces the generalist intervention model of engagement, assessment, planning, implementation, evaluation, termination, and follow-up, and focuses on intellectual and social learning that increases critical thinking competency. Blackboard instructional methods supported basic knowledge instruction, and classroom discussions focused on higher-level cognitive learning.

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