Claim OwnershipNurse Educator Tips for Teaching
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Whether you are a beginning or an experienced nurse educator, you will get new ideas for your teaching in this podcast. Experts share teaching strategies you can use with your nursing students.
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Nurse Practitioner Residency Days addresses the disconnect between classroom education and real practice. Implementing NP Residency Days into practicum courses gives students real-word clinical challenges and scenarios reflecting the role of the first-year NP. Dr. Emily Lee describes NP Residency Days in this podcast. Read more in her article in Nurse Educator.
Nurse educators interact with multiple generations of learners and colleagues. Each generation is unique, which can create divides. In this podcast and article, Dr. Jennifer Chicca shares strategies educators can use to bridge these generational divides.
Despite playing an important role in patient care and advocacy, nurses are consistently underrepresented and quoted in health care media coverage. To address this, Dr. Rachel Malloy developed a media training program for doctoral students based on the 10 published media competencies for nurses. In this podcast and article, she explains why media training for nurses is important, describes the training program, and reports on the outcomes of the program.
In this podcast and article, Drs. Susan Seibert and Stephanie Rexing describe an innovative teaching strategy with nursing and occupational therapy (OT) students. The students were paired in interdisciplinary dyads – one OT student and one nursing student. The nursing students taught and demonstrated key clinical skills (the accurate measurement of blood pressure, radial pulse, respiratory rate, and pulse oximetry) to the OT students. In turn, the OT students provided instruction on assessing range of motion and gross motor strength. Drs. Seibert and Rexing emphasize the need for students to learn about interprofessional practice when they start their nursing and OT programs.
Traditional methods used to teach health assessment skills and diagnostic reasoning in an advanced health assessment and differential diagnosis course limit skill acquisition and personalized feedback. Integrating small-group learning, online simulations, and reflective practice may improve competency outcomes. Drs. Rashmi P. Momin and Kala Christopherson describe a multimodal intervention – the Small-group Learning, Mega Skills Lab, Online Escape Rooms, and Reflection (SMOR) Toolkit – that they developed to enhance students' competencies in health assessment, diagnostic reasoning, and clinical documentation. They share the toolkit and other resources in their article.
Resilience supports nursing students as they transition into professional practice, yet limited evidence describes how resilience evolves over time. Dr. Randall and colleagues explored facilitators and barriers to resilience in nursing students as they transition from school to clinical practice (described in their article). In this podcast, Dr. Randall discusses new graduate nurse resilience and the use of photovoice and virtual focus groups to collect these data.
Dr. Tonya Anthony developed an intervention for beginning nursing students to develop their emotional intelligence (EI). She describes this intervention, which included a presentation by two experts in EI, role play, video clips, and other active learning strategies. Dr. Anthony explains how she integrated the intervention in the course and reviews the outcomes with listeners.
If you are looking for a new approach for team teaching, this podcast is for you! Often, teaching teams distribute the course content and then function independently to teach and grade their assigned content. Drs. Cori Heier and Kristin Ashley describe their new model for team teaching. Two faculty members are responsible for the lecture component of the class, and a third faculty member creates and facilitates in-class activities (every 15 minutes) for the content.
Many nursing programs have high rates of students who fail or do not complete their program for other reasons. Retention is a problem when nurses are critically needed. This podcast with Drs. Hanwook Yoo, Xuechun Zhou, and Beth Phillips presents the results of a research study that showcases the importance of assessing academic readiness prior to admission to a nursing program. This article is OPEN ACCESS so read and share widely.
Nursing education focuses on the development and demonstration of clinical judgment, which includes creating plans of care that meet the needs of the intended patient, family, or population. Innovation is a logical next step in nursing practice, filling the gaps left by a lack of evidence or products. During a curricular redesign, a new required course on health care innovations was added to the undergraduate curriculum. This podcast with Dr. Sarah Llewellyn and Edward Zepeda presents a teaching strategy that helps students prepare for advanced or expanded roles in practice to address real-world problems. Be sure to read their article.
Dr. Lori McElroy begins this podcast by describing the effects of trauma on nursing students' academic progression and well being and explains why using a trauma-informed approach (TIA) in nursing education is important. Along with Dr. McElroy, Dr. Stacy King and Dr. Valerie Eschiti discuss some practical strategies faculty can use to create a trauma-informed learning environment for students. They also share the outcomes of their scoping review on literature related to a TIA in nursing education.
Holistic admissions in nursing education consider a range of criteria. In this podcast and article, Stephanie Wood and Andrea Smith discuss the implementation, evaluation, and revision of the holistic admissions process in their nursing program, which led to an increase in the number of underrepresented students admitted to the program.
Doctoral students often face challenges when attempting to write a quality literature review. The process may feel overwhelming to students as they may struggle to organize and synthesize large amounts of literature. In this podcast and article, Dr. Kristy Chunta and Nicole Smith-Rencewicz discuss a checklist they developed to ensure that all sections of the chapter are addressed, including structure, content, and mechanics. This checklist is a helpful tool that can improve doctoral student writing.
Augmented reality (AR) is an emerging interactive technology that can be employed in simulation to enhance student learning. Most of the studies on AR applications examine the participant role rather than the observer role. In this podcast and article, Chelsea Lebo and Ashley Stallworth describe the benefits of AR for observers during high-fidelity simulations. Students found the AR goggles engaging, valuable for visualizing interventions and physiological processes, and helpful for understanding emergent situations and potential patient care strategies. However, a few students had technical difficulties with the AR equipment. The authors discuss AR and its future in nursing education.
Integrating artificial intelligence (AI) into nursing education presents both opportunities and challenges, particularly in fostering culturally competent care. The AI-Generated Patient Education for Diverse Populations assignment is designed for sophomore nursing students to be implemented with a human. In the podcast and article, Melanie Rodriguez describes how AI helps students develop cultural humility skills to prepare them for practice.
Many nurses lack confidence in applying genomics in practice, highlighting the need for improved genomics nursing education. The International Society for Nurses in Genetics convened a steering committee to develop a competency framework defining the role of Genomics Nurse Educators. This podcast with Dr. Deborah O. Himes presents strategies nurse educators can use to teach genomics application through a nursing program. Read the full article – it is OPEN Access (and share with colleagues).
Fostering a strong professional identity (PI) during nursing education can help mitigate burnout and reduce turnover as nurses. In this podcast, Dr. Beth Ann White shares the outcomes of their study to describe the connections between students' educational experiences and their development of PI. Four main themes were pivotal in shaping students' PI: relationships, confidence, autonomy, and hinge moments (meaningful patient interactions or significant clinical events). In their article, the authors describe the full study.
Scaffolding is the technique of providing support and gradually withdrawing support until an individual can perform a task independently. This approach is inspired by Vygotsky's theory of the Zone of Proximal Development. Dr. Ainslie, Dr. Hebert, and Dr. Luke discuss the use of the scaffolding model and how that method can be used for scaling complexity within Nurse Practitioner (NP) curricula. Learn more about this strategy in their article in Nurse Educator.
Multiple-choice questions (MCQs) are the foundation for certification exams. MCQ writing by students is an evidence-based learning modality; however, studies on this strategy in graduate nursing programs are limited. In this podcast and article, Drs. Patti Griffith and Patricia Pawlow describe the outcomes of their scoping review on students writing MCQ in healthcare professions education. Writing MCQs is a valuable active learning strategy for graduate students who take high-stakes examinations. MCQ quality improves with faculty involvement. Working in small groups increases students' knowledge and positive perception of this strategy, as did exam inclusion of student-generated MCQ.
In an effort to engage Neonatal Nurse Practitioner (NNP) students and provide the students with an innovative method of learning difficult concepts, the authors (Dr. Colleen Moss, Dr. Helen Nation, and Mr. Eric Hall) created an escape game. NNP students solved clues to support diagnoses and treatments through analyzing, solving, and unlocking a series of puzzles to "escape" the game within a specified time limit. Learn more about this innovative strategy by reading their article in Nurse Educator.
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The quality of voices is horrible