Running head: TEACHING STRATEGIES IN NURSING EDUCATION 1

Teaching Strategies in Nursing Education

Mallory White

Aspen University

N-582 Teaching Strategies in Nursing Education

May 2018
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Teaching Strategies in Nursing Education

Teaching Strategies in Nursing Education is a class in the curriculum of Aspen

University’s master’s degree in nursing with an emphasis on education program. The course

introduced principles of teaching and learning as well as a variety of strategies to facilitate

learning in psychomotor, cognitive, and affective domains. This student developed activities for

traditional, non-traditional, and online learning environments. The course allowed this student

educator to design, conduct, analyze, assess, and evaluate teaching and learning in academic and

clinical settings.

Module One

Module one focused on theoretical foundations of teaching and learning. Having a robust

theoretical foundation allows nurse educators to understand, select, and adapt teaching strategies

to meet the diverse needs of learners. For education to be adequate, nurse educators must be

knowledgeable in the teaching and learning process in addition to the subject matter being

taught. Learning theories can be applied in numerous nursing situations and with students and

patients of all ages and backgrounds. Learning theories can not only help educators discover how

people learn, but also why sometimes they act the way they do and why certain strategies work

in a particular situation while others do not (Bastable, 2017).

Nurses provide education to students, new staff, experienced staff, patients, or family

members. Comprehending various learning styles allows nurse educators to intervene when

learners are having a difficult time. Comprehension also allows educators to enhance the

effectiveness in achieving educational goals. When utilizing a theory, educators must consider

factors that influence learning, like learner characteristics, motivation, educational

needs. Through this coursework, the ideas that learning theories work best when used in
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combination with each other appeared multiple times. Taking into account the uniqueness of

each learner, educators can use the most appropriate learning theory or aspects from multiple

theories to meet the educational needs of the learner.

Module Two

Module two centered around effective teaching strategies to enhance critical thinking.

Teaching nursing involves more than just sharing knowledge. Nursing education must have

various dimensions of teaching to actively engage learning. Nurse educators can explore

teaching strategies that include creativity and humor to get the lessons across to learners. As

nurse educators progress through their career, they must consider and utilize different methods to

enhance learning and help students develop critical thinking skills and clinical judgment.

Humor is one method nurse educators can use to share knowledge with students and

enhance their clinical judgment skills. Sharing funny stories or videos lightens the sometimes-

serious nature of nursing education to help create a relaxed environment that is conducive to

learning. Educators can also use creative songs or concepts to help develop ideas and concepts

that will stick with students throughout their careers. Nurses and educators can and onto others

and on their own experiences for examples of how to guide and teach others to create learning in

creative and innovative ways.

Module Three

Module three focused on planning and conducting classes. Thorough planning can help

nurse educators create a productive and positive educational experience for both themselves and

the students. Educators can begin planning by determining the objectives and goals for learning.

Educators must also anticipate what textbooks and supplemental materials to utilize to help the

students reach their goals and objectives. Finally, nurse educators can utilize teaching plans and
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learning contracts to help keep both the instructor and student on task for meeting course

objectives and goals.

Determining the difference between goals and outcomes is crucial for nurse educators

when they are planning coursework. Educators must be able to define short-term objectives as

well as long-term goals for each course and lesson. While planning lessons, educators can also

utilize tools, like the Texas Textbook Evaluation Tool, to determine the usefulness of a textbook

to help the instructor and student meet objectives and goals. Teaching plans allow educators to

prepare for the time needed to teach as well as the time students are expected to complete

activities and the materials that will be required. Finally, learning contracts serve as agreements

between students and educators to clearly specify objectives and expected time frames.

Module Four

Module four introduced instructional methods and materials. Educators rely on

instructional materials and different teaching methods to help students reach course objectives

and goals. Educational materials serve as adjuncts to instructional methods. When selecting

instructional materials and methods, educators must consider learner characteristics, instructor

characteristics, behavioral objectives, and available resources (Bradshaw & Lowenstein, 2014).

Educators must consider advantages and disadvantages of various instructional methods when

preparing for instruction.

Selection of proper instructional methods and materials can affect whether or not students

meet course objectives and goals. Some challenges educators face includes whether to utilize

commercially or self-composed educational materials. Educators also face challenges when

choosing instructional methods. While lectures are the most commonly used instructional

method, there may be better options to help students achieve their educational goals.
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Instructional materials serve to supplement instruction methods chosen by the educator. For

students to succeed, educators must make informed decisions when selecting methods and

materials.

Module Five

The fifth module centered around activity-based teaching and simulation. In order for

learning to be effective, students must be active participants. Nurse educators are facilitators

who help students interact with each other to reinforce learning objectives and bring out the

possibilities of each student (DeYoung, 2015). Educators must encourage students to learn to

express themselves, use their imagination, and consider opposing viewpoints to evolve their

ways of learning. When educators utilize different activity-based teaching strategies, the

students can be challenged to step out of their comfort zones and engage in learning in new

ways.

Activity-based teaching requires active learning from the students, meaning students are

required to do more than sit, listen, and study (DeYoung, 2015). Educators can utilize guided

imagery and mental practice to allow students to visualize themselves in scenarios in their minds

before encountering them in the real world. Case studies allow for students to follow along with

a given patient scenario to solve a problem and predict required nursing care and physician

orders. High-fidelity simulation will enable students to practice assessment and intervention

skills on a mannequin to master skills before utilizing those skills in the real world. In class

discussions or debates, students are allowed to listen to the point-of-view of others while

learning to defend their beliefs professionally. Finally, games are a fun way that educators can

engage students in learning and recall previously acquired knowledge. Utilizing different

activity-based teaching strategies allows educators to reach students with different learning
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styles. Activity-based teaching strategies also break up the monotony of a single-style classroom

setting.

Module Six

Module six focused on technology and distance education. The nursing profession is

continually evolving with technology. Changes are occurring in how nurses are educated as well

as how nurses educate patients. Technology is used in everyday lives for simple and complex

tasks (Bastable, 2017). The times of the information age, the internet provides an almost

limitless amount of healthcare related information that is available for nurses and the general

population. Distance learning programs have also provided a significant technological change in

nursing education. Technologies have also had impacts on how care is delivered. With the ease

of access, it is essential that nurses ensure the information they are reading and providing to their

patients is accurate, up-to-date, and based off of current evidence-based practices.

In the information age, technology is playing a part of the everyday lives of many

American’s. Various forms of technology are being implemented in classrooms from elementary

schools through graduate studies. Nursing students of multiple levels utilize internet sources to

gain information for themselves and their patients. When performing internet research on

healthcare related topics, it is essential that nurses and patients verify the information is coming

from accurate and reputable sources. Technology is also changing the way teaching, and

learning is performed. Distance learning programs in nursing education are becoming more

popular as a means of furthering education. Finally, changes in technology have also changed the

way healthcare is delivered. Telehealth programs allow for practitioners, like nurses or doctors,

to assess and make health care recommendations to patients when they are physically not in the

same location.
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Module Seven

Module seven focused on nursing education in a clinical setting. Clinical experiences are

complex yet significant in the development of student nurses. Clinical experiences facilitate the

application of classroom knowledge and laboratory skills to real-world practices (Bradshaw &

Lowenstein, 2014). Many variables affect clinical experiences that are sometimes difficult for

educators to control. Clinical experiences may cause an increased amount of stress for

students. Students may also have experiences with preceptors who are either not adequately

trained or not positive role models. Nurse educators must use creativity to facilitate learning by

utilizing non-traditional teaching strategies, like concept mapping, to allow students to generate a

nursing care plan in the clinical setting.

Nursing students have various stressors in the clinical setting. Nurse educators can

enhance the student’s clinical experiences by evaluating the students’ stressors, selecting

effective preceptors, and utilizing various teaching strategies. Educators must utilize various

teaching strategies to reduce stress and facilitate learning. Students can utilize concept maps to

create a visual representation of the interrelatedness of their patient’s varying co-morbidities to

see the bigger picture (Bradshaw & Lowenstein, 2014). Educators can utilize pre- and post-

conference times to discuss stressors, preceptors, and concepts with students to facilitate and

ensure learning in a conducive environment.

Module Eight

The final module in the course focused on evaluations. Evaluation is an important process

in all areas of nursing education. Evaluations allow educators to measure learning outcomes,

determine competence, judge performance, and arrive at other decisions about a student’s

performance (Oerman & Gaberson, 2016). The results of the evaluation are used to help
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educators guide future action and implementation of educational activities. Evaluations are a

process themselves and careful time and planning must be put into them. To get the best results,

educators must consider barriers that can impede the evaluation process, and how they can be

overcome. Educators must also consider what evaluation tool is most appropriate for measuring

outcomes of their particular lessons.

Evaluations provide a means for ensuring accountability for the quality of education

provided. By evaluating outcomes achieved by nursing students, program effectiveness can be

measured and educators can make decisions about needed program improvements (Oerman &

Gaberson, 2016). Educators can utilize clinical pathway, formative evaluation tools, or

summative evaluation tools as a means to identify areas for personal growth and also ways to

help students grow and develop. Through the evaluation process, educators can overcome

barriers to evaluation and discover evaluation tools that work best for their content, teaching

styles, and learners needs.

Representation of Learning

The nursing profession is continually evolving with technology. Changes are occurring

in how nurses are educated as well as how nurses educate patients. Technology is used in

everyday lives for simple and complex tasks (Bastable, 2017). The times of the information age,

the internet provides an almost limitless amount of healthcare related information that is

available for nurses and the general population. Distance learning programs have also provided a

significant technological change in nursing education. Technologies have also had impacts on

how care is delivered. With the ease of access, it is essential that nurses ensure the information

they are reading and providing to their patients is accurate, up-to-date, and based off of current

evidence-based practices.
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Health-Related Website

The internet is filled with millions of websites about health-related topics and issues.

One commonly referenced website is WebMD. Nurses use websites, like WebMD, to provide

patients with education about disease processes and treatments. It is essential that the

information health-care professionals provide to patients is accurate, current, and based off of

current evidence-based practices. Following Bastable’s (2017) criteria, this educator evaluated

WebMD (WebMD, 2018) for accuracy, design, authors, currency, and authority. Overall, it

seems WebMD is a credible source for medical information, but users must use caution when

looking into the information presented in the paid advertisements that are found throughout the

site.

Accuracy

WebMD offers articles on numerous health conditions, drugs and supplements, healthy

living, family and pregnancy, and news and experts. This student read a few trending articles

from WebMD’s main page, and all of them had supportive data from other reputable sources.

Similar information could also be found on other references from various sources on the internet.

The findings from many of the stories were also published in medical journals. For example, an

article by Preidt (2018) concerning brain size changes in children with ADHD was published in

the Journal of the International Neuropsychological Society.

Design

WebMD’s website is easy to navigate with easy to use toolbars and links. This viewer

noted no typographical errors. There are graphics with many of the articles that serve as a means

to gain readers interests. A design flaw is the overwhelming number of advertisements

throughout all pages and links from WebMD’s main page.

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Authors/Sponsors

The author and credentials of each article are clearly identified at the beginning of each

article. WebMD also has a page entitled Who We Are with information on the chief medical

editor, lead medical editor, medical editors, and senior editorial staff. Each staff member’s

picture follows to a link with a biography detailing their educational background and previous

medical experiences. Based on the information, this writer found on several staff members

biography; there is no reason why any bias would be present from any staff members.

Currency

Each article from WebMD has a definite publishing date. The pieces also have references

noted that are all dated within five years.

Authority

WebMD is accredited by the Utilization Review Accreditation Commission [URAC], a

nonprofit, independent organization that serves to help organizations transform by developing

and implementing national standards to improve healthcare quality while improving health

outcomes and protecting consumers (URAC, 2018). The chief medical editor, lead medical

editor, and medical editors are all medical doctors with varying practice backgrounds. Many

members of the senior editorial staff have backgrounds in medical fields either in nursing,

physical therapy, nutrition, or more.

Distance Learning

Distance learning programs are growing rapidly in popularity (Bastable, 2017).

Educators utilize online learning modules for all online courses as well as during traditional in-

person learning environments. Many students utilize distance learning because of the flexible

approach to learning. Students can complete mandatory lessons at any time of the day or night
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before pre-set deadlines. When lectures via distance learning modules, educators have many

options as to means of presenting information (Thai, Wever, & Valcke, 2017). Educators can

present content in a PowerPoint format or a simple text document. Educators can also present

content in video format. Videos can either be pre-recorded or presented live where students can

interact and ask questions.

As for the lecture regarding delegation that this student presented in the last module, this

student would give the information in a pre-recorded video format. From personal experience,

when large amounts of information are presented in text format, many of it gets overlooked as

students skim through the materials. When PowerPoint presentations are used, educators are

limited as to the amount of information presented on each slide.

Live videos allow for immediate interaction, but students who choose distance learning may

have limited availability to join in during live times. Pre-recorded videos allow for video editing

to ensure that relevant information is presented in clear and concise manners. When using pre-

recorded lectures, educators may feel less anxiety compared to speaking in front of a live

audience.

During live webinars, educators can build a rapport with students and ensure attendance

and learning by engaging in live question-and-answer sessions. Pre-recorded lectures do not

allow for live question-and-answer sessions, but they do allow students to see the educator and

feel that they are real people can enhance learning (Thai, Wever, & Valcke, 2017). To ensure

students not only watch the pre-recorded lecture but also retain knowledge, educators can

monitor viewers and administer a post-test. As for the lecture about delegation, a post-test can

include questions asking students to list the five rights of delegation, three tasks that are

acceptable for delegation to unlicensed personnel and three that are not.
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The Information Age

As a part of Healthy People 2020 initiatives, the Office of Disease Prevention and Health

Promotion [ODPHP] (2018) set a goal of using various health communication strategies and

health information technologies to improve health care quality and population health outcomes

which then lead to overall health equity. At any time of any day, a person can gain access to a

seemingly unlimited number of healthcare-related information. Health care consumers can

instantly have access to information regarding different disease processes, medication, as well as

reviews on physicians and facilities. Health care consumers having access to healthcare

information can allow for a more educated population. Instead of just going to the physician that

is closest, patients can choose practitioners who specialize in certain disease processes or choose

their physician based off of other patient reviews and ratings. Patients can also research

medications and disease processes to play a more active role in their plan of care (ODPHP,

2018).

Technology has influenced general education starting with even the youngest students.

Students are learning to utilize computers for research products as early as kindergarten (Smith,

2017). Students are being taught at a young age not only how to operate computers and personal

tablets, but they are taught how to use their resources to gain information. Many classrooms also

have incorporated technologies like smart boards into classrooms. The educational setting for

today’s children is vastly different in terms of technology compared to that even ten years ago

(Smith, 2017).

As the information age has influenced changes in general education, it has also lead to

changes in healthcare education. Technology trends in healthcare all but require that nurses have

the most up-to-date information at their disposal so that they can efficiently and accurately assess
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and treat their patients (Hussung, 2016). Technology innovations are continuously being

introduced into the healthcare setting, meaning each nurse must be educated on the use and

benefits of the new technology. With the trends of continual change, many nurses are choosing

to further their education by earning either a bachelor or masters degrees (Hussung, 2016). The

enrollment in online nursing degree programs is higher than ever before. Nursing education in

today’s information age must not only focus on initial training of nursing knowledge and skills,

but the drive for life-long learning and adaption to new technologies that will come to play

throughout one’s nursing career.

Telehealth

When a patient is having a stroke, minutes matter. Emergency room nurses play a crucial

role in the quick recognition, evaluation, triage, and initial treatment of patients with signs of an

acute stroke. Telestroke programs and applications have been some of the most successful forms

of telemedicine (Wechsler, et al., 2017). Telestroke programs were initially implemented as a

means to provide neurological consultations in hospitals that lacked specialized equipment and

expertise. Telemedicine has been shown to improve adherence to thrombolysis protocols,

identify true strokes versus strokes mimics as well as assisting with the interpretation of brain

scans.

Telestroke programs allow for patients with suspected signs and symptoms of a stroke to

be assessed by stroke experts with direct clinical assessments. Telestroke programs benefit

nursing and patients in that they ensure the patients are receiving care from the appropriate care

providers in adequate amounts of time to ensure the best possible outcomes.

Telestroke programs have also been shown to assist in the educational development of

emergency medicine nurses (Wechsler, et al., 2017). By merely observing the assessments, the
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physicians are performing via telemedicine; emergency medicine nurses can apply patient’s

presenting symptoms to stroke risk and learn more about suggested treatment regimens and

patient care of an acute stroke patient. Nurses assisting in telemedicine must also be able to

quickly recognize signs and symptoms of an acute stroke and perform rapid evaluations. Nurses

also play an essential role in presenting information to the practitioner on the other end of the

telestroke. For example, unilateral weakness is a key component to a stroke assessment, and

because the evaluating practitioner is performing a face-to-face evaluation, he or she relies on the

bedside nurse to perform assessments and relay information quickly and accurately.

When the originating center facility and the stroke center work together to identify

patients, who are eligible for life-saving medications or procedures, telestroke programs have

improved the quality of care and overall outcomes of patients experiencing an acute stroke.

Utilizing telemedicine does not just apply to stroke care. Similar methods of assessment and

triage via video means can be utilized in a number of healthcare settings. Nurses can utilize

telemedicine when evaluating the level of care needed for pediatric patients. From personal

experience, many pediatric patients are directly admitted to a pediatrics unit from a primary care

provider only to be transferred to a higher level of care only hours later. If the primary care

office staff were to utilize telemedicine, practitioners at dedicated facilities could determine

whether or not the patient was appropriate to receive care at their facility.

Ulcerative Colitis

Many times, when patients receive a new diagnosis, they turn to the internet for more

information and guidance on their available health options. For this course assignment, this

student chose to perform an internet search of ulcerative colitis to determine what information

was available and to analyze the content of the information to determine if any of it was
TEACHING STRATEGIES IN NURSING EDUCATION 15

upsetting, distressing, or conflicting with other sources. The internet search also looked for

online support groups or interactive resources as well as searching for questions to ask a

practitioner at a next visit.

Was information available?

A simple Google search of ulcerative colitis resulted in numerous reputable sources that

presented information on the disease. One of the top links was to the Chron’s and Colitis

Foundation. The CCF (2018) presented links with information describing the disease process,

diagnosis and testing stages, treatment options, and types of ulcerative colitis. The website also

had a separate section for diet and nutrition related to gastrointestinal [GI] diseases. Other

reputable sources, such as the Mayo Clinic (2018) and The National Institute of Diabetes and

Digestive and Kidney Diseases [NIDDK] (2014) also provided vast amounts of information

about the disease, symptoms, diagnosis and testing, and treatments.

Conflicting Information

From researching the previously discussed sources, most if not all, of the information

aligned between the three websites. All three sites had remarkably similar information related to

disease overview and symptoms. Differences occurred in the amount of detail from each site.

The NIDDK (2014) presented very detailed information describing the different organs of the GI

tract as well as their function.

Was any information upsetting or distressing?

None of the information this student researched was upsetting or distressing. The

information found explained that while ulcerative colitis is not curable, it is a manageable

disease. Providing information that states a disease is not curable could potentially be distressing

or upsetting to some viewers.

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Online Support Groups

The CCF (2018) offered links to search for local chapters of the organization. The

website also provided a page for those suffering from the disease to connect with others going

through similar experiences. The community resource link provided stories of different

individuals living with ulcerative colitis as well as community forums to discuss side effects,

issues with physicians, and tips on managing symptoms. There were also various forums for

patients of different genders and age groups.

Expectations for next visit

The internet provides a vast amount of information that can queue up many questions

patients can take to their practitioners. Some questions this student would ask a practitioner is

how to monitor the disease and how to tell when a flare-up is occurring. Lifestyle questions

about how the diagnosis can affect travel, work, exercise, and diet are also important. Finally,

because this student is still of child-bearing age, it would be essential to ask practitioners how

ulcerative colitis can affect pregnancy.

Conclusion

In the information age, technology is playing a part of the everyday lives of many

American’s. Various forms of technology are being implemented in classrooms from elementary

schools through graduate studies. Nursing students of multiple levels utilize internet sources to

gain information for themselves and their patients. When performing internet research on

healthcare related topics, it is essential that nurses and patients verify the information is coming

from accurate and reputable sources. Technology is also changing the way teaching, and

learning is performed. Distance learning programs in nursing education are becoming more

popular as a means of furthering education. Finally, changes in technology have also changed the
TEACHING STRATEGIES IN NURSING EDUCATION 17

way healthcare is delivered. Telehealth programs allow for practitioners, like nurses or doctors,

to assess and make health care recommendations to patients when they are physically not in the

same location.
TEACHING STRATEGIES IN NURSING EDUCATION 18

References

Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing

practice (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and

related health professions (6th ed.). Burlington, MA: Jones & Bartlett Learning.

Chron's and Colitis Foundation. (2018). Chron's and Colitis. Retrieved from

http://www.crohnscolitisfoundation.org/

DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Hoboken, NJ: Pearson.

Hussung, T. (2016). The future of nursing: How changes in the healthcare industry affect clinical

practice. Husson University. Retrieved from https://online.husson.edu/the-future-of-

nursing/

National Institute of Diabetes and Digestive and Kidney Diseases. (2014, September). Ulcerative

colitis. Retrieved from Digestive Diseases: https://www.niddk.nih.gov/health-

information/digestive-diseases/ulcerative-colitis

Oerman, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education (5th ed.).

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Predit, R. (2018). ADHD tied to brain size changes in young children. Retrieved from WebMD:

https://www.webmd.com/add-adhd/childhood-adhd/news/20180327/adhd-tied-to-brain-

size-changes-in-young-children#1
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Smith, A. (2017). Technology in the classroom. Norwalk Catholic School, Early Childhood

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Wechsler, L. R., Demaerschalk, B. M., Schwamm, L. H., Adeoye, O. M., Audebert, H. J.,

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