Nurse Educator Tips for Teaching

Real-time instructor feedback is a key component in nursing education, yet the phrasing of feedback prompts is rarely discussed. At the end of each class throughout the semester, the author asks nursing students: What is one area of opportunity for my teaching today? The phrase "area of opportunity" is intentional and tends to change how students respond. Dr. Valerie Wright discusses the power of this single question in obtaining feedback on teaching in this podcast and teaching tip.

Learning and professional growth are embedded throughout the undergraduate curriculum. Beginning with the first-semester professional practice course, students are introduced to the professional nurse role through key concepts such as practice excellence, collaboration, and innovation. Early in the course, faculty observed students struggling to understand the nurse's professional role and the importance of these concepts. In this podcast and teaching tip, Dr. Jennifer King presents a teaching strategy to engage students with material whose importance was unclear and help them think critically and build confidence.

Understanding how the brain learns has the potential to strengthen student engagement and learning. One practical framework for operationalizing neuro-based learning is the 4A learning sequence (Anchor, Add, Apply, Away). This simple neuro-friendly teaching sequence is well-suited to nursing education because it can mirror the cognitive processes that support clinical reasoning. The authors explain neuro/brain-based learning and how to use the 4A sequence in this podcast and article.  

Critical thinking has long been valued in nursing education and is a foundational element of clinical judgment. Discernment is often viewed as a particular type of critical thinking that involves making distinctions, including distinguishing fact from truth. In this podcast, the author (Miriam Abbott) describes discernment activities ("accuracy assignments") that she integrated into 3 online nursing courses. She shares her findings in the podcast and article.

Drs. Kim Leighton and Suzan Kardong-Edgren describe their new study that evaluated the reliability characteristics of CLECS 2.0 using secondary data analysis of 591 prelicensure nursing students. This study led to CLECS 3.0. This instrument can be used to compare how well prelicensure nursing students believe their learning needs are met in 3 clinical learning environments: traditional clinical learning, face-to-face simulation, and screen-based simulation.