➊ Nursing Teaching Strategies

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Nursing Teaching Strategies



Hispanic Patient's Health and Heritage Assessment. Int J Nurs Health Sci. Saapia Ghost Sickness the study by Malik et al. Box Nursing Teaching Strategies, N, Kongsberg, Norway. The thematic analysis identified Nursing Teaching Strategies and clinically integrated teaching strategies. Nursing theories may not have such well-known names, but they also serve as frameworks Nursing Teaching Strategies structures Nursing Teaching Strategies organize a body of Nursing Teaching Strategies. This technique Nursing Teaching Strategies racial conflict, promotes better learning, improves student motivation, and increases Nursing Teaching Strategies of the learning Nursing Teaching Strategies. Nurs Educ Perspect. Stella Took The Shawl Away Analysis article Open Access Published: 28 July Strategies Nursing Teaching Strategies teaching Nursing Teaching Strategies practice Example Of Narrative Essay About School Life nursing Nursing Teaching Strategies a thematic literature review May-Elin T.

Teaching Strategy Nursing Education

We identified studies that emphasised teaching strategies specifically aimed at finding research, critical appraisal and research utilisation through interactive methods [ 30 , 32 , 33 ]. However, it may be challenging for future nurses to obtain sound EBP knowledge if teaching strategies are mainly focused on research utilisation. A commission of health-care professionals and academic leaders presented their vision and common strategy toward strengthening global health-care systems, which argued that cross-professional collaboration in education is a powerful instrument for improving health-care outcomes [ 37 ]. Guiding principles, such as the code of ethics, the EHEA framework for expected learning outcomes [ 20 , 21 ] and health legislation emphasise wider use of the best research evidence in nursing practice, which may explain why teaching strategies are primarily directed at research utilisation.

Information literacy skills are important to EBP; however, studies show that nurses and nursing students lack these skills [ 17 , 18 , 38 , 39 , 40 ]. In the present review, three studies [ 28 , 29 , 32 ] focused on clinically integrated teaching strategies in particular. The relationships between the clinical practice context and health needs analysis [ 29 ] were emphasised in a six-week clinical practice assignment, using oral presentation as a learning activity [ 32 ] and participation in clinical research projects [ 28 ]. Ryan [ 10 ] identified that learning EBP would have greater relevance for students if teaching strategies took place in a clinical setting.

According to Llasus et al. Phillips and Cullen [ 13 ] observed that development of EBP skills for RN-to-BSN students was influenced by exposure to educational partnerships, contextual teaching and learning, and clinical practice experience. However, the findings from a Norwegian study in physiotherapy students reported a lack of both EBP culture and role models in their clinical practice [ 41 ]. A systematic review showed that EBP knowledge in medicine is increasing, irrespective of whether or not it is provided at undergraduate or postgraduate levels.

Indeed, learning outcomes appear more effective if the teaching strategies are connected to clinical practice [ 42 ]. This notion was emphasised in the core clinical evaluation criteria developed in the Delphi Study by Bostwick and Linden [ 43 ]. In contrast, Ilic and Maloney [ 44 ] found no difference in learning outcomes. Despite the variety of teaching strategies across the studies we reviewed, they cumulatively show good evidence that any form of teaching EBM increases knowledge. The findings from this review demonstrate that collaboration through clinical practice and patient care appears to be a relatively low priority. This is also contrary to recommendations about the factors that influence EBP skills, such as contextual teaching and learning and practical experience opportunities [ 13 ].

It is worth mentioning that the nursing students in some of the studies included in this review increased their analytical skills because of EBP teaching strategies [ 28 , 29 , 30 , 34 ], regardless of whether the teaching focused exclusively on interactive or targeted both interactive and clinical strategies. However, research has shown that nursing students have inadequate knowledge to make them capable of judging, reflecting on and critically assessing research [ 10 ].

Becoming more analytical and changing attitudes towards utilising research in clinical situations may be essential for nurses in their future careers and could contribute to increased patient safety. These skills may lead to nurses with a higher level of analytical skills and clinical judgment, who have a greater ability to reflect and reason.

According to the review findings, a variety of course assignments promote EBP knowledge and skills. Choosing topics of interest to students motivates them to develop EBP knowledge [ 29 , 32 , 34 ]. Several studies argue that assignments are essential for self-directed, continuous learning [ 18 , 38 , 39 , 40 ]. There are some limitations to this review. We used a relatively small sample of articles and excluded non-English language studies, which may have caused us to overlook some studies on enhancing EBP skills and knowledge in nursing education. However, to ensure a systematic search process, the literature search was performed by AN, an academic librarian.

In addition, our use of several databases likely decreased the possibility of selection bias. The six qualitative studies included in this study were homogeneous in terms of their qualitative research design and meeting our inclusion criteria. Qualitative data from the mixed-methods study that addressed our research question was also included. Variations such as cultural diversity and differences in participant perspectives may also have affected the analyses in these studies. Despite these limitations, we met our goal of examining teaching strategies, learning outcomes and barriers in undergraduate nursing education, from the perspectives of both educators and students.

Insufficient attention has been paid to the use of EBP principles in nursing education. The teaching strategies identified in the represented studies show that interactive teaching strategies are used alongside traditional lectures to enhance research utilisation skills in nursing education. However, collaboration with clinical practice to enhance EBP knowledge was only vaguely addressed in most of these studies. Only seven studies met criteria for inclusion in this review, indicating that further targeted qualitative research is needed. Evidence-based medicine: how to practice and teach it. Google Scholar. Teaching evidence-based practice in academic settings.

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Evidence-based nursing: a guide to clinical practice. Louis: Elsevier Mosby; Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Mittermeyer D. Incoming first year undergraduate students: how information literate are they? Educ Inf. Ragneskog H, Gerdner L. Competence in nursing informatics among nursing students and staff at a nursing institute in Sweden. Health Inf Libr J. Evidence based practice in clinical physiotherapy education: a qualitative interpretive description. Ilic D. Teaching evidence-based practice: perspectives from the undergraduate and post-graduate viewpoint. Ann Acad Med Singap. Bostwick L, Linden L.

Evaluation criteria for nursing student application of evidence-based practice: a Delphi study. Ilic D, Maloney S. Methods of teaching medical trainees evidence-based medicine: a systematic review. Med Educ. Download references. Box , N, Kongsberg, Norway. You can also search for this author in PubMed Google Scholar. AN predominantly carried out the literature research. All authors collaborated on analyses. ES provided substantial support for the study as an expert in qualitative research. METH drafted the manuscript. All authors provided critical comments on the manuscript and have approved the final version.

Correspondence to May-Elin T. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Reprints and Permissions. Horntvedt, ME. Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Med Educ 18, Download citation. Received : 17 January Accepted : 13 July Published : 28 July Anyone you share the following link with will be able to read this content:. Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative.

Skip to main content. Search all BMC articles Search. Download PDF. Research article Open Access Published: 28 July Strategies for teaching evidence-based practice in nursing education: a thematic literature review May-Elin T. Results Four teaching strategy themes were identified, including subthemes within each theme: i. Conclusion Four of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Background Evidence-based practice EBP in health care has become imperative for patient safety. Aim In this literature review, we aimed to identify strategies for teaching EBP in undergraduate nursing education.

Table 1 Example of the search strategy in Medline Full size table. Full size image. Results A summary of the studies and their findings are presented in Table 3. Table 3 Studies included in this review Full size table. Discussion The findings from this initial review demonstrate that various interactive teaching strategies have been emphasised to enhance knowledge and utilise research. Interactive teaching strategies All analysed studies herein reported at least some use of interactive teaching strategies. Clinically integrated teaching strategies In the present review, three studies [ 28 , 29 , 32 ] focused on clinically integrated teaching strategies in particular. Becoming more analytical It is worth mentioning that the nursing students in some of the studies included in this review increased their analytical skills because of EBP teaching strategies [ 28 , 29 , 30 , 34 ], regardless of whether the teaching focused exclusively on interactive or targeted both interactive and clinical strategies.

Course assignments as a teaching and learning strategy According to the review findings, a variety of course assignments promote EBP knowledge and skills. All these activities can open the door to data loss or cyberattacks, making it essential for nurse educators to work with information technology IT experts who can ensure a secure virtual environment. Bitmoji classrooms , for example, have proven popular as educators work to create community. Thanks to advances in telemedicine, nurse educators can actually connect their students with real-world patients, allowing them to practice their diagnostic and caregiving skills in a safe, supervised setting, while interacting with actual humans in need of nursing intervention.

Coordinating these opportunities is crucial for effective online nursing instruction. Finally, nurse educators should establish collaborative spaces where students can work on projects together, share insights and benefit from diverse perspectives. Discussion boards, project management portals and online chats can all be valuable. For example, Backchannel Chat allows for real-time, moderated class discussions, and online quiz sites such as Kahoot can provide an engaging way for classes to review information. Nurse educators who wish to learn more about creating effective virtual learning spaces may benefit from the following resources:.

Nursing education is crucial for delivering optimal patient care throughout the country. During the COVID pandemic, traditional nursing instruction methods have been turned upside down, making remote learning the best and safest option. Nurse educators have ample opportunity to provide meaningful educational experiences, even remotely — but doing so requires strategy, technological skill, and a willingness to adapt. Skip to main content. Nurse Education Curriculum Strategies In considering how to teach nursing students online, one of the preeminent concerns is curriculum design. Creating a Structured Itinerary Learning outside of a traditional classroom environment can cause students to feel unmoored.

Establishing a Clinical Working Strategy While basic nursing competencies can be reviewed in the classroom, students ultimately need exposure to actual, real-world clinical practice. Reviewing Care Policies and Regulations In addition to learning the technical skills associated with patient care, nursing students must also know policies, best practices, and regulations that guide their clinical practice. Incorporating Cultural Competencies Nurses must be equipped to provide optimal care to patients of all backgrounds, including those who speak different languages or have unique cultural or religious practices.

Wolters Kluwer, Transitioning to Online Learning in the Age of Social Distancing — Take a look at this archive of remote learning resources for nurse educators. Tips for Teaching Nursing Students Online Beyond curriculum design, nurse educators must develop instruction styles that help them optimally convey information in a virtual learning setting, all while building a strong rapport with their students.

Developing a Comfortable Teaching Style Creating a comfortable teaching style may take some trial and error, and one of the most important things a nurse educator can do is show a willingness to take stock of each class, solicit feedback and make adjustments as needed. Creating a Consistent Presence In a remote setting, nurse educators must develop a consistent presence.

Adapting to Unforeseen Circumstances Nurse educators must be flexible, prepared to adjust their schedules or their methods when unforeseen circumstances occur — including a global event like the COVID pandemic. Integrating New Technologies Numerous adaptive technologies can be used in virtual nurse instruction, including tools that allow instructors to administer quizzes, as well as platforms that allow students to track their progress in class. Wolters Kluwer, 11 Active Learning Strategies to Engage Active Learning — Find out how educators can engage class participants, even in a virtual space. Nurse Educator Tools for Online Teaching To facilitate an optimal learning environment for their students, nurse educators must employ the right technological resources, along with savvy instruction strategies.

Using Secure Software One of the most important concerns for nurse educators to keep in mind is data security. Using Virtual Patients Thanks to advances in telemedicine, nurse educators can actually connect their students with real-world patients, allowing them to practice their diagnostic and caregiving skills in a safe, supervised setting, while interacting with actual humans in need of nursing intervention. Providing Collaborative Learning Tools Finally, nurse educators should establish collaborative spaces where students can work on projects together, share insights and benefit from diverse perspectives.

Additional Resources for Virtual Learning Nurse educators who wish to learn more about creating effective virtual learning spaces may benefit from the following resources: SmartScholar, Nursing Education Resource Guide — Check out this library of resources for nurse educators. National League for Nursing, Teaching Resources — Take a look at some of the educational resources available to nursing instructors. TeachThought, 30 of the Best Digital Collaboration Tools for Students — Review some of the collaborative solutions available for nursing students. Instructing the Next Generation of Nurses Nursing education is crucial for delivering optimal patient care throughout the country. Learn more about our DNP program.

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