May use as references
1.Teaching in Nursing: A Guide for Faculty
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13:9780323290548
Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators
Halstead, J. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. ISBN-13: 9781934758380 Nursing Education Seminar 1 Assignment.
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1.The term andragogy is often used to describe Malcom Knowles’ theory of adult learning, while the term pedagogy was traditionally used to describe curriculum developed for children. Select a course you took lately and look for the principles of andragogy or pedagogy in the course structure. Share your findings with your classmates and whether or not you thought the curriculum was effective. Support your response with literature and with examples.
Use 2 references.
What learning theory do you see as the foundation for this course? Support your response with literature and with examples.
Use 2 references
Complete the Learning Styles Inventory found at:http://www.educationplanner.org/students/self-assessments/learning-styles.shtml.This is a free tool that you can take called the Learning Styles Inventory. Once you have obtain your results by answering the 20 questions, you will then answer the following questions: What is your personal learning style? How did your results compare to what you already knew about your personal learning style? How do you think your learning style affects your teaching style?. My results was that I am a visual learner 40%.Use 2 references
Find a current (less than 5 years old) research article on domains of learning. Summarize the article for your classmates in one or two paragraphs. Explain why you chose this study and how you could use this information in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. Be aware that it is a violation of copyright law to post the entire text of an article by someone else to an online discussion board. So be sure to post only the citation information so that the article can be located it if others are interested in reading it.Use 2 references
Select a topic regarding the diversity in health care and write an objective from the affective domain for that topic. Use 2 references.
Find a research article on teaching diverse learners. Summarize the article for your classmates in one or two paragraphs. Explain why you chose this study and how you could use this information in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. Be aware that it is a violation of copyright law to post the entire text of an article by someone else to an online discussion board. So be sure to post only the citation information so that the article can be located it if others are interested in reading it. Use 2 references.
Present two variables that you would consider when selecting a teaching strategy. Support your response with literature. Use 2 references.
The principle of andragogy or pedagogy in the course structure
The principle of Andragogy found in the acute care nursing course structure is students’ understanding of the need to learn According to Palis and Quiros (2014), Malcolm Knowles model of adult learning is based on the assumption that adults are required to understand why they need to study something prior to learning it. Acute care nursing is aimed at the continuing to develop the foundational skills and knowledge of students associated with professional nursing process Nursing Education Seminar 1 Assignment.
The principle of pedagogy found in the course structure is the promotion of active engagement of the learner. According to Halstead (2011), the principle of pedagogy upholds learners’ independence and autonomy. Active engagement of learners supports them to develop positive dispositions of learning. Acute nursing care course gives the learners the opportunity to further their application of person-centered nursing care through clinical simulation workshops.
The curriculum was effective because it enabled provided me with the opportunity to explore the care of families and individuals who experience traumatic, acute, episodic and chronic illnesses and need interventions within an acute care setting. In addition, it enabled me to become a self-directed learner Palis and Quiros (2014) claim that educators should assist their adult students to become self-directed learners, meaning learners that are able to motivate, control adjust and supervise their own learning.
The learning theory I see as the foundation for this course
Cognitive learning theory is the foundation for this course. The course presents learning is a targeted interior process which requires learners to think, understand, organize and be conscious Aliakbari et al (2015) note that cognitive learning is associated with the capability of the learner to respond. Learners should be equipped with questioning and problem-solving skills. Through exploration and problem solving , learners are able to actively learn, searching for new information and solving problems, and reviewing previous experiences for enhanced understanding of a course material(Moonaghi & Zardosht, 2015).
My personal learning style
After completing the learning styles inventory, I am a visual learner. My results are similar to what I already knew about my personal learning style. I already knew that I learn best from information I can read or see, prefer written instructions because they help me remember the information I have read and prefer verbal instructions that are accompanied by visual aids. Additionally, I learn how things are done by observing others and I enjoy visually presented information. Bhagat et al (2015) argue that learning strategies are precise patterns or combinations of learning activities utilized during the process of learning. The superiority of learning outcomes achieves depends to a larger extent on the learning activities that the learner uses.
I think recognition of my learning style will help me use appropriate teaching methods. Vizeshfar and Torabizadeh (2016) note that learning styles have a direct effect on the learning process of learners since learners utilize diverse styles based upon their personal differences. Therefore, educators must be attentive to the personal differences of their learners to enable them to effectively meet learners’ educational needs (Vizeshfar & Torabizadeh, 2016).
How Maslow’s hierarchy of needs would affect a person readiness to learn
Maslow’s hierarchy of needs can affect a person’s readiness to learn is a safe environment. Schunk (2012notes that when learners are provided with a routine learning environment, they will feel that they have control of the learning environment and will feel emotionally and psychologically safe within the learning environment. Jackson et al (2014) note that the adoption of Maslow’s Hierarchy of needs can act as a framework for transforming the culture of care through creating interdisciplinary teams of staff who understand and prioritize dealing with higher ordered needs connected with patient survivorship Nursing Education Seminar 1 Assignment.
A research article on domains of learning
“Ramalingam, M., Kasilingman, G., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(4):27-33”
The research paper asses s how the cognitive, affective and psychomotor domains of learning can improve learning of students in higher learning and how Bloom’s taxonomy motivate educators to concentrate on the three domains to create a more holistic type of education. Learning domains have often played a significant role in assessing the skills and knowledge of students. Learning domains can be integrated, whilst designing outcomes of a course. Nevertheless, the evaluation of learning domains applied in several higher learning programs led to vague methods and assessment, and thus, they didn’t demonstrate solid continual quality improvement. The authors have created a method of assessment, which can more holistically assess the psychomotor, affective and cognitive behaviors individually.
I chose this study writing my learning education, it is crucial to think which domain(s) is pertinent to the learning experience I am designing. Learning isn’t an incident but is rather a continual change and growth in the architecture of the brain that is as a result of several ways one takes in information, process it, catalog it, process it and use it. According to Anderson and Krathwohl (2010), learning can be classified into three domains, namely psychomotor, cognitive and effective. The affective domain deals with one’s attitudes, emotions, and values. The cognitive domain deals with the way an individual acquires, processes and utilizes knowledge, while the psychomotor domain deals with physical or manual skills.
A topic regarding the diversity in health care and an objective from the affective domain
Teaching and evaluating advanced competencies is an important topic of concern when dealing with diverse students. Integrating nontraditional and new skills into an already challenging and intricate clinical practice and curriculum isn’t simple. The domains of learning mainly the affective domain can act as an organizing structure for the development of objectives and selection of assessment and teaching techniques. According to Yanofsky and Nyquist (2012), utilizing the affective domain to choose targeted techniques of teaching may assist promote the development of principal values and beliefs underlining advance competencies. Targeted teaching, outside the arena of patient care, when used together with conventional teaching practices might assist in ensuring continued performance of desired behaviors (Yanofsky & Nyquist, 2012).
Shultz (2013)notes that it is vital that effective learning along with the underlying process that is involved in the acquisition of professional values are incorporated into healthcare scheme changes and transformation of nursing education. Understanding values and beliefs in therapeutic relationships is crucial in the provision of superior patient care and in the facilitation of healthy patient outcomes (Shultz, 2013).
A research article on teaching diverse learners
“Bednarz, H., & Schim, S. (2010). Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls. Journal of Nursing Education, 49(5): 253-260”
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The article recognizes the concerns emerging from values and attitudes within nursing and general approaches to diversify education that connect with human nature, faculty workload, student demographics, and culture. The authors then propose strategies for increasing the efficacy of professional planning with diverse learners through focusing on culturally harmonious education along with the development of cultural competence. Bednarz and Schim (2010) note that increasing diversity within the classroom is a key challenge facing nursing educators since they are required to recognize issues that make teaching complicated, analyze obstacles and choose novel strategies for dealing with nontraditional students Nursing Education Seminar 1 Assignment.
I chose this study because cultural competence is a vital skill for nurse educators and nurses. Smith (2017) claim nursing care that is culturally competent is associated with culturally diverse group of nursing students that reflect the different attributes of the patient population. According to (2007), successful nursing learners require culturally competent educators, who are able to reflect, celebrate and value the different attributes of the students they teach.
Two variables that I would consider when selecting a teaching strategy
The two variables that I would consider when selecting a teaching strategy are the provision of support and promotion of autonomy and responsibility. My role as an educator within the clinical setting will be competent guidance. According to Gaberson et al (2015), in clinical setting, the educator facilitates learning through designing suitable activities in suitable setting and permits learners to experience learning. Billings and Halstead (2016) point that an efficient nurse educator is capable of selecting from a range of strategies based upon specific evaluations and offer authentic practice experiences for students based upon an individual viewpoint of nursing education.
Aliakbari, F., Parvin, N., & Heidari M et al (2015). Learning theories application in nursing education. Journal of Educucation and Health Promotion, 4(1):2
Anderson, L., & Krathwohl, D. (2010). Taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Longman.
Bhagat, A., Vyas, R., & Singh, T. (2015). Students’ awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1): S58-S65.
Billings, D., & Halstead, J. (2016). Teaching in Nursing: A guide for faculty.(5th ed.). St Louis, MO: Elsevier -Saunders.
Gaberson, K., Oerman, M., & Shellenbarger, T. (2015). Clinical Teaching Strategies in Nursing. New York: Springer Publishing Company.
Halstead, J. (2011). Navigating the New Pedagogy: Six Principles that Transform Teaching. New York: National League of Nursing
Halstead, J. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York: National League of Nursing
Jackson J., Santoro, M., Ely, T et al. (2014). Improving Patient Care Through the Prism of Psychology: application of Maslow’s Hierarchy to Sedation, Delirium and Early Mobility in the ICU. Journal of Critical Care, 29(3): 438-444.
Moonaghi, H., & Zardosht, R. (2015). The Role and Status of Cognitive Theory in Nursing Education. Journal of Medical Education Development, 12(1): 98-107.
Palis, A., & Quiros, P. (2014). Adult Learning Principles and Presentation Pearls. Middle East African Journal of Ophthalmology, 21(2): 114-122.
Ramalingam, M., Kasilingam, G., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1): 27-33.
Schunck, D. (2012). Learning Theories: An Educational Perspective. Boston, MA: Pearson Education, Inc.
Shultz, C. (2013). Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning. New York: National League for Nursing.
Smith, L. (2017). A nurse educator’s guide to cultural competence. Nursing, 47(9): 18-21.
Vizeshfar, F., & Torabizadeh, C. (2016). The effect of teaching based on dominant learning style on nursing students’ academic achievement. Nurse Education in Practice, 28: 103-108.
Yanofsky, S., & Nyquist, J. (2012). Using the Affective Domain to Enhance Teaching of the ACGME Competences in Anesthesiology Training. Journal of Education Perioperative Medicine, 12(1): E055 Nursing Education Seminar 1 Assignment.
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