1. Teaching Strategies Toolbox
Amanda Aguirri
Virginia Cadenhead
Lavada Fields
Rita Loud
Gena Millslagle
University of Texas at Tyler

2. Overview Nursing Rounds Teaching Naked Flipped Classroom
Formative Assessment
Team Based Learning

3. Nursing rounds
Nursing rounds serve as a teaching tool providing opportunities for students to connect didactic learning to real life clinical practice (Lanham, 2011).
This method of presenting one’s patient to the group dates back to Socrates. One or two students per week present their case which includes the patient’s diagnosis, history/physical exam, interventions and goals to the clinical group. Professional development is promoted as collaboration is demonstrated and students have an opportunity to advocate for their patients and consider multiple approaches to patient care (Woodley, 2015).

4. Nursing Rounds
The strategy involves presenting a patient case to a specific audience to promote feedback and learning. The exchange of information flows freely and impacts the care of a real or potential patient. Students learn by discussing, just as colleagues do in the real world of medicine.
Clinical faculty have the option of choosing the design for the process. Rounds can be implemented in the traditional way which involves a case study presentation and discussion, as walking rounds in the presence of the patient and family, or as a hybrid of both. Evidence-based practice can be included in the design or rubric. The faculty role is one of facilitator and consultant. Peers should ask questions, seek clarification and provide input. Faculty keeps the discussion on track (Lanham, 2011).

5. Nursing Rounds OBJECTIVES: Providing best practices
Standardized form of case presentation
Identifying patient problems and issues in clinical practice
Evaluating effectiveness of patient interventions
Sharing clinical knowledge
Identifying gaps in student learning
Promotes critical thinking and problem solving
Objectives focus on enhancing the student’s clinical learning experience with the following at the center of the design (Lanham, 2011):

6. Nursing Rounds
EVIDENCE: An Australian intensive care unit demonstrated the effects of nursing rounds on patient care. The most frequent areas of change included physical care and communication with other team members (Aitken, Burmeister, Clayton, Dalais, & Gardner, 2011). Evidence-based practice and critical reasoning skills can also be supported through the incorporation of nursing rounds on the college campus (Sherill, 2012).
In the Australian study, the communication was significant in increasing the collaborative approach to care, including interactions with medical colleagues and involvement of other departments. The study noted and improvement in interaction between nurses (Aitken, L., Burmeister, Clayton, S., Dalais, C. & Gardner, G., 2011).
Nursing rounds at Mesa Community College are informal and unscripted. They include the following objectives: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. The objectives are written along with clinical reasoning questions to help guide the direction of the discussion and keep the focus on learning. One instructor serves as the doctor while another is the patient and the participants are the students. Students from all four semesters of the program are encouraged to attend and wear a laboratory coat or uniform to participate. Professional behavior, team building, communication and mentoring are promoted (Sherill, 2012).

7. Nursing Rounds
Nursing rounds as a teaching strategy have demonstrated a positive, flexible, and creative way to promote the learning process.
A true critical thinker routinely shares assessment findings, diagnostic hypotheses, and interventions with peers. We should begin to teach this process to student nurses to promote lifelong critical thinking skills and the exchange of best practice.
The exchange of information flows freely and impacts the care of a real or potential patient. Students are given an opportunity to learn by discussing just as colleagues do in the real world of medicine.

8. A way of thinking about education: Dr. Jose Antonio Bowen
Teaching Naked
A way of thinking about education:
Dr. Jose Antonio Bowen

9. Teaching Naked Basic Outline Send an email or assignment to students.
Students watch podcast, read chapter, or otherwise complete assignment before class.
Exam is taken before class time over the didactic material.
Class time is not lecture time but interaction time between student/professor and student/student.
Students are challenged, not bored and learning takes place that results in real change of values.
Basic Outline
From youtube video
Teaching Naked: Dr. Jose Bowen at TEDxLSU. (2013). Retrieved from
Teaching Naked

10. Teaching naked
Look at learning outcomes and use technology appropriately.
Information is free on the internet so universities have to offer a product that is more than just knowledge based- education should also be value based.
Gaming is the way this generation learns so use it appropriately.
Reading an outline on a power point is boring and very little learning takes place, use technology to help learning, not hinder it.
Owen, J. E. (2014). Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning by José Antonio Bowen (review). Journal of College Student Development, 55(7), 751–753.

11. Teaching naked Dr. Bowen
Teaching Naked is more about how to apply the flipped classroom or active learning. Dr. Bowen offers fresh insight into why lecture and power point presentations are not an appropriate use of class time. He offers help and pointers to teachers who want to make this shift on his web page. He believes in technology, but used appropriately. He challenges teachers to look and teach for a new generation of learners.
Teaching Naked. (2015). Retrieved April 5, 2015, from
Image from artsblog.dallasnews.com

13. the Flipped Classroom KEY ELEMENTS:
Provide an opportunity for students to gain exposure prior to class (Brame, 2015).
Provide an incentive for students to prepare for class (Brame, 2015).
Provide a way to assess for student understanding (Brame, 2015).
Provide in-class activities that focus on higher level cognitive activities (Brame, 2015).
The method used for first exposure can vary, from textbook readings to lecture videos to podcasts or screencasts or other online activities (Brame, 2015).
Often quiz grades or participation grades are used as incentives to prepare (Brame, 2015).
Pre-class assignments can help both the instructor and the student assess understanding. “Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching, which basically means that the instructor tailors class activities to focus on the elements with which students are struggling” (Brame, 2015).
The activity will depend on the learning goals of the class and the culture of the discipline (Brame, 2015).

14. The Flipped Classroom
Flipped classrooms take teachers out of the front of the classroom and puts them in the classroom. It allows more interaction with students and time for higher learning activities. Flipped classrooms make it possible to engage in discussions, debates, and to focus on areas that the students may need reinforcement in.

15. Formative assessment
Formative assessment is used as a classroom training to monitor students' understanding and to adjust instruction to increase learning.
Please review the website There are several videos available about team-based learning.

16. Formative Assessment
According to (Cornelius, 2013), “formative assessment occurs during instruction to inform teachers of student understanding and to guide additional instructional strategy decisions, whereas summative assessment occurs after instruction with the purpose of evaluating student mastery or demonstrating the sum of knowledge”.

17. Formative Assessment
Formative assessment is used to help students focus on the learning process and the value of learning instead on just obtaining a letter grade.

18. Formative Assessment METHODS: observation questioning white boards
discussion board practice presentations

19. Formative Assessment
Formative assessment places emphasis on learning outcomes, makes goals and standards transparent to students, provides clear assessment criteria, closes the gap between what students know and desired outcomes, provides feedback that is comprehensible, actionable, and relevant, and last it provides valuable diagnostic information by generating informative data according to (Greenstein, 2010).

20. Team Based Learning
An application-oriented teaching method that combines small- and large-group learning by incorporating multiple small groups into a large group setting” (Haidet, Kubitz, & McCormack, )
Please review the website There are several videos available about team-based learning.

21. Team Based Learning PRINCIPLES Strategically form permanent teams.
Ensure student familiarity with course content by utilizing a Readiness Assurance Process.
Develop students’ critical-thinking skills by using carefully designed, in-class activities and assignments.
Creating and administering a peer assessment and feedback system.
Michaelsen, Davidson, and Major (2014) describe four foundational practices that are essential to team-based learning:
Strategically forming permanent teams: Each class’s team-based learning groups should include five to seven members and should have an equal allocation of intellectual assets and liabilities across the groups (Michaelsen, Davidson, & Major, 2014).
Ensuring student familiarity with course content by utilizing a Readiness Assurance Process: Students are given pre-class assignments in order for them to familiarize themselves with content before new units are started. At the beginning of each new unit in class, students will take individual assessments, and then the same assessments as a team to assess their knowledge of concepts that should have been reviewed before class. The teacher then reviews results with opportunities for students to appeal answers they believe deserve credit, as well as for clarification of any misconceptions/misunderstandings.
Developing students’ critical-thinking skills by using carefully designed, in-class activities and assignments: Teams will use concepts to solve problems with application assignments. These assignments must foster accountability and promote give-and-take discussion within, and later between, teams.
Creating and administering a peer assessment and feedback system: Works to ensure all team members are active participants while helping members enhance each other’s ability to work together effectively.

22. Team Based Learning DESIGN Plan backwards and execute forwards.
Use mutually reinforcing activities in a specific sequence.
Use of majority of class time for higher-level thinking application activities.
Use activities and assignments so that they both promote learning and build team performance.
Provide frequent and immediate feedback on individual and team performance.
Employ a grading/reward system that promotes both individual and team accountability for doing high-quality work.
Michaelsen, Davidson, and Major (2014) explain that when designing a team-based learning course there are six principles that must be followed:
Plan backwards and execute forwards: There are four questions instructors must ask when designing their course: (1) What do I want my students to be able to do with the material in this unit? (2) How can I assess whether or not students can do what I want them to be able to do? (3) What will students need to know in order to do what I want them to do? (4) How can I assess whether students are ready to engage in the activities in which they will demonstrate their abilities to do what I want them to be able to do?
Use mutually reinforcing activities in a specific sequence: Much of the instructors time is spent time organizing content and facilitating the students’ experience of helping each other learn the content and how it can be used to solve problems.
Use a majority of class time for higher-level thinking application activities: Instead of teaching concepts in class, students learn how to use the concepts.
Use activities and assignments so that they both promote learning and build team relationships: Assignments that require a high level of team interaction promote learning and team development.

23. References
Aitken, L., Burmeister, E., Clayton, S., Dalais, C. & Gardner, G. (2011). The impact of nursing rounds on the practice environment and nurse satisfaction in intensive care: Pre-test post-test comparative study. International Journal of Nursing Studies, 48, doi: /j.ijnurstu
Brame, C.J. (2015). Flipping the classroom. Center for Teaching. Retrieved from
Cornelius, K. E. (2013). Formative assessment made aasy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 45(5),
Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandia Virgina: ASCD. Retrieved April 10, 2015.
Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3/4),

24. References
Hawks, S. J. (2014). The Flipped Classroom: Now or never?. AANA Journal, 82(4),
Lanham, J. (2011). Nursing grand rounds as a clinical teaching strategy. Journal of Nursing Education, 50(3), 176. doi /
Michaelsen, L. K., Davidson, N., & Major, C. H. (2014). Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. Journal On Excellence In College Teaching, 25(3/4),
Owen, J. E. (2014). Teaching Naked: How moving technology out of your college classroom will improve student learning by José Antonio Bowen (review). Journal of College Student Development, 55(7), 751–753.

25. References
Sherill, K. (2012). Using nursing grand rounds to enforce quality and safety education for nurses competencies. Teaching and Learning in Nursing, 7, doi: /j.teln
Teaching Naked: Dr. Jose Bowen at TEDxLSU. (2013). Retrieved from
Teaching Naked. (2015). Retrieved April 5, 2015, from
Woodley, L. (2015). Teaching in Nursing and Role of the Educator. In M. Oermann (Ed.). New York, NY: Springer Publishing Company.