Fuszard's Innovative Teaching Strategies in Nursing

by Lowenstein, Arlene J.

• ISBN13: 9780763715519
• ISBN10: 0763715514
• Edition: 3rd
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Jones & Bartlett

Summary

The third edition of Fuszard'sInnovative Teaching Strategies in Nursinggives nurse educators the in-depth and interdisciplinary information they need to prepare for today's changing teaching-learning environment. This new edition includes a wide variety of field-tested teaching strategies for multiple settings - traditional classroom, clinical site, and distance education. Theoretical foundations for the implementation of teaching and understanding of learners can be seen throughout this book.New in the third edition: Chapters on strategies such as distance education, a patient simulator, computerized testing, Web-based courses, e-mail logs and journals; chapters on current challenges for educators, such as teaching sensitive subjects and developing reflective practice; increased emphasis on theories of teaching, learning, critical thinking, problem-based learning, and evaluation.

Table of Contents

Contributors	p. xv
Foreword	p. xix
Acknowledgments	p. xxi
Introduction	p. 1
Effective Learning: What Teachers Need To Know	p. 3
Theories of Learning	p. 3
Approaches to Learning	p. 5
Use of Learning Styles and Preferences: Application of Research	p. 8
Effective Teaching for Effective Learning	p. 9
Future Considerations	p. 11
Conclusion	p. 12
Example: How Do I Learn Best?	p. 12
Strategies for Innovation	p. 18
Examples of Innovation	p. 20
Developing Innovative Strategies	p. 21
Conclusion	p. 23
Critical Thinking in Nursing Education	p. 29
Introduction	p. 29
Definition of Critical Thinking	p. 29
Importance in Nursing	p. 31
The Role of Nursing Education	p. 32
Evaluation of Critical Thinking	p. 39
Conclusion	p. 40
Creativity	p. 43
Theoretical Rationale	p. 44
Conditions	p. 45
Types of Learners	p. 45
Using the Method	p. 45
Exercise or Self-Awareness Activity: Student's Creative Process in Smaller Group Situations: "Ode to an Orange"	p. 46
Example: The Backpack Project	p. 48
Humor in the Classroom: Facilitating the Learning Process	p. 54
Definition and Purpose	p. 54
Theoretical Rationale	p. 56
Conditions	p. 57
Types of Learners	p. 58
Resources	p. 58
Using the Method	p. 59
Potential Problems	p. 60
Teaching in Structured Settings	p. 63
Lecture Is Not a Four-Letter Word!	p. 65
Introduction	p. 65
Definition and Purposes	p. 65
Theoretical Rationale	p. 66
Types of Learners	p. 68
Types of Lectures	p. 68
Using the Method	p. 70
Resources	p. 72
Potential Problems	p. 75
Evaluation	p. 80
Conclusion	p. 81
Problem-Based Learning	p. 83
Definition and Purpose	p. 83
Theoretical Rationale	p. 84
Conditions	p. 85
Types of Learners	p. 85
Resources	p. 86
Role of Faculty	p. 86
Application of the Problem-Based Learning Strategy	p. 87
Advantages of Problem-Based Learning	p. 97
Potential Problems	p. 98
Conclusion	p. 99
Example: Problem-Based Learning: The Use of the Exemplar Family As the Basis for Learning Health Promotion and Illness/Injury Prevention	p. 99
Reflective Practice	p. 107
Definition and Purposes	p. 107
Theoretical Rationale	p. 108
Conditions	p. 108
Types of Learners	p. 109
Resources	p. 109
Using the Method	p. 109
Potential Problems	p. 110
Conclusion	p. 111
Teaching Sensitive Subjects	p. 113
Definition and Purposes	p. 113
Theoretical Rationale	p. 114
Conditions	p. 115
Types of Learners	p. 115
Resources	p. 116
Using the Method	p. 116
Potential Problems	p. 118
Simulation and Imagination	p. 121
Role-Play	p. 123
Definition and Purposes	p. 123
Theoretical Rationale	p. 124
Conditions	p. 125
Planning and Modifying	p. 125
Types of Learners	p. 125
Resources	p. 126
Using the Method	p. 126
Potential Problems	p. 128
Example: Understanding Patient Adherence	p. 128
High-Fidelity Patient Simulation	p. 134
Definition and Purposes	p. 134
Theoretical Rationale	p. 136
Conditions	p. 138
Types of Learners	p. 140
Resources	p. 141
Using the Method	p. 143
Potential Problems	p. 146
Conclusion	p. 147
Expressive Techniques: Movement As Embodied Knowing	p. 149
Definitions and Purposes	p. 149
Theoretical Rationale	p. 150
Conditions	p. 152
Types of Learners	p. 152
Resources	p. 153
Using the Method	p. 153
Potential Problems	p. 154
Example: Students in Maternal Child Nursing Rotation	p. 155
Debate As a Teaching Strategy	p. 159
Definition and Purposes	p. 159
Theoretical Rationale	p. 160
Conditions for Learning	p. 160
Types of Learners	p. 161
Resources	p. 161
Using the Method	p. 162
Potential Problems	p. 164
Conclusion	p. 165
The Tree of Impact	p. 166
Definition and Purposes	p. 166
Theoretical Rationale	p. 167
Conditions	p. 167
Types of Learners	p. 169
Resources	p. 169
Using the Method	p. 170
Example: Plotting the Future of AIDS	p. 171
Technology Assisted Strategies	p. 181
Teaching by Distance Education	p. 183
Definitions and Purposes	p. 183
Theoretical Rationale	p. 184
Conditions	p. 185
Types of Learners	p. 187
Resources	p. 187
Using the Method	p. 188
Potential Problems	p. 192
Conclusion	p. 193
Electronic Communication Strategies
Definition and Purposes	p. 196
Theoretical Rationale	p. 197
Conditions	p. 198
Types of Learners	p. 198
Resources	p. 198
Using the Method	p. 199
Potential Problems	p. 199
Example: Electronic Journaling	p. 200
Web-Based Instruction	p. 210
Definition and Purposes	p. 210
Theoretical Rationale	p. 211
Conditions	p. 212
Types of Learners	p. 213
Resources	p. 213
Using the Method	p. 216
Potential Problems	p. 223
Conclusion	p. 224
Remote Faculty	p. 227
Co-Consultant	p. 229
Definition and Purposes	p. 229
Theoretical Rationale	p. 229
Conditions	p. 230
Types of Learners	p. 231
Resources	p. 232
Using the Method	p. 232
Potential Problems	p. 233
Example: Consultation for Nursing Service Standards	p. 234
Preceptorial Experience	p. 242
Definition and Purposes	p. 242
Theoretical Rationale	p. 242
Conditions	p. 243
Types of Learners	p. 243
Resources	p. 244
Using the Method	p. 244
Potential Problems	p. 245
Example: Preceptorial Experience in the Senior Year of a Baccalaureate Program	p. 246
Mentorship	p. 251
Definition and Purposes	p. 251
Theoretical Rationale	p. 252
Conditions	p. 253
Types of Learners	p. 253
Resources	p. 253
Using the Method	p. 253
Potential Problems	p. 255
Example: A Mentoring Relationship	p. 256
Clinical Teaching	p. 261
Philosophical Approaches to Clinical Instruction	p. 263
Introduction	p. 263
Role of the Clinical Instructor	p. 263
Foundations for Selection of Clinical Activities	p. 264
Clinical Activities and Problem Solving	p. 266
Student Development	p. 267
Faculty Development	p. 267
Conclusion	p. 267
Refocusing the Nursing Skills Laboratory	p. 269
Definition and Purposes	p. 269
Theoretical Rationale	p. 269
Conditions	p. 270
Types of Learners	p. 270
Resources	p. 270
Using the Method	p. 271
Potential Problems	p. 271
Discussion	p. 272
Example: Toward Theory-Based Practice	p. 272
Assessment	p. 273
Teaching Patients with Low Literacy Skills	p. 278
Definition and Purposes	p. 278
Theoretical Rationale	p. 280
Conditions	p. 281
Types of Learners	p. 282
Resources	p. 283
Using the Method	p. 283
Potential Problems	p. 284
Conclusion	p. 284
Example: Teaching Reflux	p. 285
A Community-Based Practicum Experience	p. 290
Definition and Purposes	p. 290
Theoretical Rationale	p. 290
Conditions	p. 291
Types of Learners	p. 293
Resources	p. 293
Using the Method	p. 295
Evaluation	p. 298
Potential Problems	p. 300
Conclusion	p. 301
Nursing Process Mapping Replaces Nursing Care Plans	p. 303
Definition and Purposes	p. 303
Theoretical Rationale	p. 304
Conditions	p. 305
Types of Learners	p. 305
Resources	p. 307
Using the Method	p. 307
Evaluation	p. 308
Issues in Clinical Teaching: Cautionary Tales for Nursing Faculty	p. 314
Introduction	p. 314
Protection of Patient Safety	p. 315
The Student Nurse Uncovers a Scandal	p. 315
Safeguarding of Nursing Students	p. 316
Students As Police	p. 317
The Incompetent Student	p. 319
The Peanut Butter Scare	p. 320
Guidelines for Faculty	p. 322
Evaluation	p. 325
Computer-Based Testing	p. 327
Definition and Purposes	p. 327
Theoretical Rationale	p. 328
Conditions	p. 329
Types of Learners	p. 330
Resources	p. 331
Using the Method	p. 332
Potential Problems	p. 335
Conclusion	p. 338
The Clinical Pathway: A Tool To Evaluate Clinical Learning	p. 340
Definition and Purpose	p. 340
Theoretical Rationale	p. 340
Conditions	p. 340
Types of Learners	p. 341
Resources	p. 341
Using the Method	p. 342
Potential Problems	p. 347
Conclusion	p. 347
Evaluation of Learning Outcomes	p. 349
Introduction	p. 349
Foundational Concepts	p. 350
Evaluation Model	p. 352
Types of Evaluation	p. 353
Faculty Responsibility in Evaluation	p. 353
Evaluation of Learning	p. 355
Evaluation of Teaching	p. 363
Conclusion	p. 365
Index	p. 368
Table of Contents provided by Ingram. All Rights Reserved.