Building salience in nursing students Teaching strategies Building salience in nursing students

Jennifer Denno Siri Johnson Amber Genato Facilitators Jennifer Denno Siri Johnson Amber Genato Welcome slide: I chose facilitators because I consider us novice in these teaching strategies. As a facilitator, we assist the audience in understanding the concepts and applying them to practice, not just disseminate information. Throughout our graduate course work, we have been introduced to several new teaching strategies that are innovative and truly unconventional in the way in which we were taught. Your three facilitators were not students of CSU, Chico’s general nursing program and have not been exposed to the classroom teaching strategies used by each of you therefore we apologize in advance if any of this information is a repeat and your experience will be invaluable as we later work in small groups to incorporate some of the techniques we will discuss today.

“Good teaching” Encouragement of student-faculty contact Cooperation among students Active learning Prompt feedback Time on task High expectations Respect diverse ways of learning Chickering & Gamson (2009). Good teaching. In DeYoung, S. Editor (Eds.). Teaching strategies for nurse educators. (2nd ed. pp. 3-13). Upper Saddle River, NJ: Prentice Hall Before we dive into the teaching strategies, we will first review the elements of Good teaching. These elements are derived from the framework of Chickering and Gameson and proposed as being the Seven Principles of Good practice in undergraduate education.

What we know about the future: “New nurses need to be prepared to practice safely, accurately, and compassionately, in varied settings, where knowledge and innovation increase at an astonishing rate. They must enter practice ready to continue learning, often through self-directed learning that can be adapted to any site of practice, from school nursing to intensive care nursing. To practice safely, and effectively, today’s nurses must understand a range of nursing knowledge and science, from normal to pathological physiologic to genomics, pharmacology, biochemical implications of laboratory medicine for the patient’s therapies, the physics of gas exchange in the lungs, cell-level transport of oxygen for the acutely ill patient, as well as the human experience of illness and normal growth and development” (Benner et al., 2010, p.1) As you will notice, this statement does not address the specific clinical skills such as inserting an IV or foley catheter but rather addresses the knowledge of several theories provide care safely and accurately in a changing fast pace healthcare environment. Benner, P., Sutphen, M. Leonard, V. & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Josey Bass

Our experience as Graduate students Nursing 650: Instruction Process in Nursing Education Benner, P., Sutphen, M. Leonard, V. & Day, L. Educating nurses: A call for radical transformation The elements we just discussed are merely a framework and road map of the terrain of the future head. How learning experiences are executioned at the discretion of the instructor. In Nursing 650, we were exposed to several writings that stimulated our minds on the future of nursing and innovative ways to prepare students for practice and address elements of “good teaching” The first text was: Educating nurses: A call for radical transformation The second text: the IOM on the The future of nursing: Leading change, advancing health Institute of Medicine The future of nursing: Leading change, advancing health

IOM The future of nursing: Leading change, advancing health This reported “determined that nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression” (IOM, 2010, p. 1) Recommendations: Increase the proportion of nurses with a baccalaureate degree to 80 percent by 2020 Double the number of nurses with a doctorate by 2020 Ensure that nurses engage in lifelong learning. Implement nurse residency programs Institute of Medicine. (Oct, 2010). The future of nursing: Focus on education [Brief Report]. Retrieved from https://vista.csuchico.edu/webct/urw/lc4130011.tp0/cobaltMainFrame.dowebct?appforward=urw/lc4785046466011.tp5218126223041/startFrameSet.dowebct%3Fforward=studentCourseView.dowebct%26lcid=4785046466011

Educating nurses: A call for radical transformation Benner and colleagues nursing educators need to drop the current extreme divide between their teaching in the classroom and clinical setting (p. 30). Critical thinking develops during active learning and the student begins to gain a deeper understanding of the human body (Rowles & Russo, 2009). Clinical reasoning is “the ability to reason as a clinical situation changes, taking into account the context and concerns of the patient and family” (Benner, Sutphen, Leonard, & Day, 2010). Suggest, nursing educators need to drop the current extreme divide between their teaching in the classroom and clinical setting (P. 30).

Educating nurses: A call for radical transformation Learning in context through experiential learning is the beginning steps to helping students think past the text book plan of care and instead focusing on the entire person. Learning in context allows nurses to learn through observation and experience. Experiential learning is defined as a “cyclical process that capitalizes on the participants' experiences for acquisition of knowledge. This process involves setting goals, thinking, planning, experimentation, reflection, observation, and review” (Oxendine, Robinson, & Wilson, 2004, para. 1). Experiential learning engages students in activities to incorporate meaning to the learner. This practice of learning in context helps to lead into contextualization. Contextualization is simply the act of considering how each and every single part of person plays into his or her responses (Benner et al., 2010). Pedagogies of contextualization is the actual teaching of these skills and helping the student to consider the ethnical background, religious affiliation, support and relationships, environment, and illness associations of the individual. The instructor helps students look past the simple disease process and begins the process of teaching prioritization, care management, and the holistic approach to providing care. Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.