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Designed to assist aspiring, novice, and experienced faculty members in obtaining a foundation for Evidence-Based Teaching (EBT), Evidence-Based Teaching in Nursing: A Foundation for Educators explores past, present, and future aspects for teaching nursing in a variety of settings. This text promotes and demonstrates practical approaches for classroom, clinical, and simulation learning experiences while incorporating technology, generational considerations, and evidence. What's more, it addresses the academic environment while considering a wide array of teaching and learning aspects.
Table of Contents
|Overview of Evidence-Based Practice||p. 1|
|Historical Perspectives||p. 3|
|Steps of EBP with Application to EBT||p. 6|
|Critical Thinking||p. 15|
|Assessing Sources of Evidence-Based Teaching||p. 17|
|Critically Appraising Knowledge for Teaching Decision Making||p. 19|
|The Role of the Academician||p. 29|
|Generational Aspects for Both Faculty and Students||p. 31|
|Committee Involvement||p. 44|
|Tenure and Promotion||p. 44|
|Policy and Procedure||p. 46|
|The Teaching Experience in Nursing||p. 59|
|Historical Background||p. 60|
|Learning Theories and Approaches||p. 62|
|Current Educational Practices and Challenges||p. 65|
|Learning Styles||p. 66|
|Competencies of Nurse Educators||p. 70|
|Ethics in Teaching||p. 87|
|Legislative and Regulatory Policy||p. 88|
|HIPAA and FERPA||p. 89|
|Regulatory Agencies||p. 91|
|Ethics of Teaching in Higher Education||p. 96|
|Connection Between Evidence-Based Practice and Nursing Education||p. 111|
|Definitions and Elements||p. 113|
|Motivation, Compliance, and Health Behaviors of the Learner||p. 120|
|Classroom Educational Experiences||p. 137|
|Behavioral Objectives||p. 138|
|Teaching Strategies||p. 141|
|Managing the Classroom Environment||p. 142|
|Classroom Assessment||p. 145|
|Student Evaluation||p. 146|
|Online Educational Experiences||p. 159|
|Types of Teaching Strategies||p. 161|
|General Aspects in Delivery of Online Education||p. 165|
|Technology in the Classroom||p. 169|
|Clinical Educational Experiences||p. 189|
|Instructional Settings||p. 191|
|Types of Clinical Strategies||p. 202|
|Student Evaluation||p. 205|
|Program Evaluation||p. 221|
|Evaluation Models||p. 223|
|Program Evaluation||p. 228|
|Course Evaluation||p. 229|
|Faculty Evaluation||p. 233|
|Competency and Certification||p. 251|
|Excellence Through Competencies||p. 253|
|The Making of the CNE Examination||p. 254|
|CNE Exam Accredited by the National Commission for Certifying Agencies (NCCA)||p. 260|
|Eligibility for Taking the CNE Exam||p. 261|
|Preparing to Take the CNE Exam||p. 263|
|Impact of the CNE on Nursing Education||p. 264|
|NLN Certification Commission||p. 266|
|Future Perspectives||p. 277|
|Impact of Continued Nursing||p. 282|
|Research in Nursing Education||p. 283|
|Shortage of Healthcare Workers||p. 283|
|Application to Settings Other Than Academia||p. 284|
|Creating a Vision for Evidence-Based Teaching||p. 284|
|Table of Contents provided by Ingram. All Rights Reserved.|