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Creating a Positive Learning Environment Copyright 2008 by The Health Alliance of MidAmerica LLC
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10-2 Objectives Integrate active learning best practices to: Facilitate students’ critical thinking Stimulate learning Create a positive learning environment
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10-3 Active Learning Strategies to Consider Stories and Cases Using Questions Building on Reflection Writing to Learn Using Technology Tools Affirming and Challenging (Feedback)
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10-4 Clinical Faculty, Basic Guide Social Significance, naming your product Ultimacy, using best practices Collegiality, using your resources (Who are you going to call when you don’t know what to do?)
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10-5 Measures to Facilitate Critical Thinking What do we already know? What do we need to know about critical thinking?
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10-6 Critical Thinking Is: Purposeful, outcomes-directed Driven by patient, family, community needs Based on principles of the nursing process and scientific method
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10-7 Critical Thinking Requires knowledge, skills, experience, and commitment to developing CT Is guided by professional standards and ethics Makes the most of human potential Reevaluates and strives to improve - Alfaro-LeFevre, R. (2004)
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10-8 Active Learning What do we already know? What do we need to know about active learning?
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10-9 Active Learning “Just do it” approach Focus on making a good “fit” between student learning expectations and chosen assignments
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10-10 Stories and Cases: Benefits Engage and Convey Information Promote Connectedness Promote Problem Solving (what next?) Share varying points of view (patient, family, healthcare provider perspectives)
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10-11 Stories and Cases: Examples Once upon a time…. Stories, learning, change intertwined Student stories Cases Using stories for difficult scenarios What’s wrong with this picture?
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10-12 Using Questions Good teaching = good communication Questions facilitate and assess learning Questions bring life to critical thinking Modeling inquiry promotes student inquiry What if?
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10-13 General Question Guidelines Learning demonstrated as: Cognitive learning Psychomotor learning Affective learning
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10-14 Assessing Cognitive Knowledge: Bloom’s Taxonomy Knowledge – Recalling Remembering facts and learned information Comprehension – Understanding Explaining and describing Application – Problem Solving Using information in new settings
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10-15 Assessing Cognitive Knowledge: Bloom’s Taxonomy Analysis – Exploring patterns and meanings Examining component parts Synthesis – Creating Combining ideas into a new statement Evaluation – Judging Making an evaluation based on criteria
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10-16 Example: Using a Handout Questions as a teaching tool Sample strategies
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10-17 Further Tools for Active Learning Reflection Writing to Learn Technology Tools Feedback
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10-18 Reflection: Benefits Students consider their experiences Build on previous experiences Gain self-evaluation skills
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10-19 Reflection: Examples Mental rehearsals Cognitive framing Hindsight 20/20 Reflecting on what you have learned Self-assessments Goal setting
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10-20 Writing to Learn: Benefits Writing as thinking Reflective component to discover and shape meaning Build on what already know Remember and process information
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10-21 Writing to Learn: Examples Selected tools and strategies Benner’s model to create clinical narratives
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10-22 Technology Tools: Benefits Manage rapid information turnover Rote memorization no longer adequate Enhance clinical learning
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10-23 Selected Tools and Strategies Clinical learning labs PDAs (Getting started, Expert of the day) Web-based conferencing
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10-24 Feedback: Affirming and Challenging Communication of information that assists the student to reflect/interact with the information and construct self-knowledge relevant to course learning and to set further learning goals - Bonnel, W. (2005)
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10-25 Feedback: Affirming and Challenging Coaching students to seek and use feedback Using qualitative tools to synthesize data for feedback (interview, observation, record review) Challenging students
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10-26 Active Learning Strategies to Consider Stories and Cases Using Questions Building on Reflection Writing to Learn Using Technology Tools Affirming and Challenging (Feedback)
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10-27 Summary: Creating a Positive Learning Environment Integrate active learning best practices to: Facilitate critical thinking in clinical settings Stimulate learning Create a positive learning environment
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10-28 Resource Section See attached resources
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