Teaching Strategies for Nurse Educators / Edition 3 available in Paperback
This student-friendly, easy-to-read text is the best resource for the nurse educator.
Teaching Strategies for Nurse Educators, 3e , prepares graduate nursing students to be nurse educators in settings of staff development, patient education, or academia—covering commonalities of teaching that pertain to all three. Based on a strong foundation in educational theory and practical teaching strategies, constructive information and cutting-edge content emphasize the theories and strategies most likely to be used in the field of nursing and health education. References to the most current evidence-based research on effective teaching practices are imbedded throughout the text. This book guides the nurse educator through the entire teaching process, from planning learning to conducting classes, applying traditional teaching methods and innovative technology, both in the classroom and within the context of distance learning platforms. After studying this text, the new (or renewed) nurse educator will be able to teach with a sound understanding of basic learning theory and an excitement about the many approaches she or he can use to achieve desired learning outcomes.
Teaching and Learning Experience
This book offers a current look at teaching strategies for educators in the nursing and health fields. It provides:
- Overview of teaching and learning processes: Focuses on understanding the learning process and the many variables that affect learning
- Teaching strategies: Covers advantages and disadvantages, purposes and uses of the methods, and research on the strategies that are discussed
- Superior pedagogical features: Gives students the tools to master key concepts faster and more effectively
|Edition description:||New Edition|
|Product dimensions:||6.90(w) x 9.10(h) x 0.60(d)|
Table of Contents
PART I Teaching and Learning
Chapter 1 Good Teaching
Chapter 2 Learning Theory
Chapter 3 Teaching to Diversity
Chapter 4 Planning and Conducting Classes
PART II Teaching Strategies
Chapter 5 Traditional Teaching Strategies
Chapter 6 Activity-Based Teaching Strategies
Chapter 7 Computer-mediated Teaching and Learning
Chapter 8 Distance Education
Chapter 9 Teaching Psychomotor Skills
Chapter 10 Promoting and Assessing Critical Thinking
Chapter 11 Clinical Teaching
Chapter 12 Assessing and Evaluating Learning
PART III The Professional Educator
Chapter 13 Becoming a Faculty Member
In my 30 years of experience as an educator and my last 4 years of teaching a teaching strategies course to graduate students, I have developed a keen appreciation of the commonalties of teaching across settings. In my graduate classes, some students are employed in staff development, some are preparing to be advanced practice nurses, some are functioning as clinical preceptors, and some aim toward a future in academia. Yet they can all give examples of how the concepts in this book are applied in their work settings.
Some of the chapters in this book apply more to one setting than another. In such cases, that fact is pointed out. For example, Chapter 6, Literacy and Readability, applies primarily to patient teaching. Chapter 12, Promoting and Assessing Critical Thinking, applies primarily to academic and staff development settings. However, even these topics apply to some degree to all forms of nursing education'.
The book is divided into three sections. Part I, Teaching and Learning, includes Chapter 1, which focuses on "good teaching." Research on evidence of good teaching and the principles for good practice in teaching are highlighted. Chapter 2 is about learning theories and concepts, with application to nursing and health education. Chapter 3 explicates how to plan andconduct classes, regardless of the setting of those classes. It includes writing objectives, selecting content and teaching methods, planning assignments, and conducting the class.
Part II, The Learner, incorporates information about patients, students, and nurses as learners. Chapter 4, written by Dr. Joanna Hayden, focuses on motivation and readiness for learning, with application of additional theories, and a discussion of the effectiveness of patient teaching. Chapter 5, authored by Dr. Kern Louie, discusses multicultural and gender aspects of learning. Chapter 6 is about literacy and readability, with focus on the impact of low literacy and the development of printed educational materials.
Part III, Teaching Strategies, covers advantages and disadvantages, purposes and uses of the methods, and research on the strategies that are discussed. Chapter 7 includes the traditional teaching strategies of lecture, discussion, questioning, and audiovisual technology. Chapter 8 highlights activity-based teaching strategies, with emphasis on collaborative learning, simulations, games, case studies, problem-based learning, and self-learning modules. Chapter 9 is about computer teaching strategies, including virtual reality. Chapter 10 explains what distance learning is and how it is expanding in all settings today. Chapter 11 discusses how to teach psychomotor skills. Chapter 12, authored by Dr. Terry Valiga, focuses on promoting critical thinking and includes evaluating and measuring critical thinking. Chapter 13 sets forth principles and practices of clinical teaching, including precepting. Finally, Chapter 14 is about assessing and, evaluating learning.
Each chapter includes three features that are useful as teaching strategies in themselves. They are:
- Case Study. The case applies the information in the chapter and gives the students an opportunity to actively manipulate some of the chapter content. Students will learn the information better if they can apply it to a real-life situation. The Case Studies can be used as group exercises or can first be completed by individual learners and then discussed in class.
- Critical Thinking Exercises. Key concepts in the chapters are the focus of these exercises. Learners are asked to consider the validity of assumptions, reflect on issues, rethink points of view, apply information in new contexts, and make reasoned judgments. The Exercises serve as a model of the types of questions that nurse educators should be asking learners to deal with.
- Ideas for Further Research. The research suggestions are designed primarily for graduate students. The research ideas can be used as trigger points for graduate research in the form of master's theses and doctoral dissertations. Faculty may also find that some of the ideas stimulate their own desire to conduct research on these worthy topics.
Too often new educators teach as they were taught without questioning their methods or rationale. It is my hope that after studying this text, the new (or renewed) nurse educator will teach with a sound understanding of basic learning theory and an excitement about the many approaches she or he can use to achieve desired learning outcomes.