Innovative Teaching Strategies in Nursing and Related Health Professions Fifth Edition Edited by Martha J Bradshaw, PhD, RN Professor Louise Herrington School of Nursing Baylor University Dallas, Texas Arlene J Lowenstein, PhD, RN Professor and Director Health Professions Education Doctorate Program Simmons College Boston, Massachusetts Professor Emeritus MGH Institute of Health Professions Boston, Massachusetts World Headquarters Jones and Bartlett Publishers 40 Tall Pine Drive Sudbury, MA 01776 978-443-5000 info@jbpub.com www.jbpub.com Jones and Bartlett Publishers â•… Canada 6339 Ormindale Way Mississauga, Ontario L5V 1J2 Canada Jones and Bartlett Publishers â•… International Barb House, Barb Mews London W6 7PA United Kingdom Jones and Bartlett’s books and products are available through most bookstores and online booksellers To contact Jones and Bartlett Publishers directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jbpub.com Substantial discounts on bulk 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book may not be applicable to all people; likewise, some people may require a dose or experience a side effect that is not described herein Drugs and medical devices are discussed that may have limited availability controlled by the Food and Drug Administration (FDA) for use only in a research study or clinical trial Research, clinical practice, and government regulations often change the accepted standard in this field When consideration is being given to use of any drug in the clinical setting, the health care provider or reader is responsible for determining FDA status of the drug, reading the package insert, and reviewing prescribing information for the most up-to-date recommendations on dose, precautions, and contraindications, and determining the appropriate usage for the product This is especially important in the case of drugs that are new or seldom used Production Credits Publisher: Kevin Sullivan Acquisitions Editor: Amy Sibley Associate Editor: Patricia Donnelly Editorial Assistant: Rachel Shuster Production Editor: Amanda Clerkin Marketing Manager: Rebecca Wasley V.P., Manufacturing and Inventory Control: Therese Connell Composition: DSCS/Absolute Service, Inc Cover Design: Scott Moden Cover Image: © Photodisc Printing and Binding: Malloy, Inc Cover Printing: Malloy, Inc Library of Congress Cataloging-in-Publication Data Innovative teaching strategies in nursing and related health professions / [edited by] Martha J Bradshaw and Arlene J Lowenstein.—5th ed p ; cm Includes bibliographical references and index ISBN-13: 978-0-7637-6344-2 (alk paper) ISBN-10: 0-7637-6344-6 (alk paper) Nursing—Study and teaching I Bradshaw, Martha J II Lowenstein, Arlene J [DNLM: Education, Nursing—methods Teaching—methods WY 18 I589 2011] RT71.F84 2011 610.73071—dc22 2009038851 6048 Printed in the United States of America 14 13 12 11 10 10 Dedication To teachers—past, present, future May you always inspire, uplift, and transform iii Contents Preface Contributors ix xi SECTION I: FOUNDATIONAL APPROACHEs TO TEACHING AND LEARNING Chapter 1.╇ Effective Learning: What Teachers Need to Know Martha J Bradshaw Chapter 2.╇ Diversity in the Classroom Arlene J Lowenstein 21 Chapter 3.╇ Strategies for Innovation Arlene J Lowenstein 37 Chapter 4.╇ Critical Thinking in the Health Professions Patricia R Cook 49 Chapter 5.╇� Teaching–Learning Experience from a Generational The â•… Perspective Lynda Pesta 65 Chapter 6.╇ Esthetic Action: Creativity as a Collaborative Process Ellen M Landis 87 Chapter 7.╇ Lighten Up Your Classroom Mariana D’Amico and Lynn Jaffe 97 ˘ vi CONTENTS Section II: Teaching in Structured Settings 111 Chapter ╇ Lecture: Reclaiming a Place in Pedagogy Barbara C Woodring and Richard C Woodring 113 Chapter ╇ Problem-Based Learning Patricia Solomon 137 Chapter 10 � In-Class and Electronic Communication Strategies to â•… Enhance Reflective Practice Lisa A Davis, Traci D Taylor, and Deborah Casida 147 Chapter 11 Debate as a Teaching Strategy Martha J Bradshaw and Arlene J Lowenstein 163 Section III: Simulation and Imagination 173 Chapter 12 Games Are Multidimensional in Educational Situations Lynn Jaffe 175 Chapter 13 Role Play Arlene J Lowenstein (Example by Shawna Patrick) 187 Chapter 14 High-Fidelity Patient Simulation Catherine Bailey, Judy Johnson-Russell, and Alfred Lupien 207 Chapter 15 � The New Skills Laboratory: Application of Theory, Teaching, â•… and Technology Deborah Tapler and Judy Johnson-Russell 227 Chapter 16 Innovation in Facilitating Learning Using Simulation Kimberly Leighton and Judy Johnson-Russell 239 Chapter 17 Interprofessional Education Jeannine Salfi and Patricia Solomon 265 Section IV: Educational Use of Technology 279 Chapter 18 The Use of Video in Health Profession Education Clive Grainger and Alex Griswold 281 Chapter 19 � Multimedia in the Classroom: Creating Learning Experiences â•… with Technology 293 Karen H Teeley Contents Chapter 20 Electric Communication Strategies Gail Matthews-DeNatale and Arlene J Lowenstein Chapter 21 � Web 2.0 and Beyond: Emerging Technologies That Enhance â•… Teaching and Learning Gail Matthews-DeNatale Chapter 22 Blended Learning Arlene J Lowenstein vii 309 327 337 Chapter 23 Distance Education: Successful Teaching–Learning Strategies 353 Kathy P Bradley and Sharon M Cosper Chapter 24 Web-Based Instruction Judith Schurr Salzer 371 Section V: Teaching in Unstructured Settings 395 Chapter 25 Philosophical Approaches to Clinical Instruction Martha J Bradshaw 397 Chapter 26 � Crafting the Clinical Experience: A Toolbox for â•… Healthcare Professionals Stephanie S Allen and Llewellyn S Prater 405 Chapter 27 Nursing Process Mapping Suzanne Sutton and Charlotte J Koehler 423 Chapter 28 The Preceptored Clinical Experience Brian M French and Miriam Greenspan 437 Chapter 29 Student Learning in a Faculty–Student Practice Clinic Jennifer E Mackey, Marjorie Nicholas, and Lesley Maxwell 459 Chapter 30 Service Learning Hendrika Maltby 475 Chapter 31 � Study Abroad as a Strategy for Nursing Education: â•… A Case Study Carol Holtz and Richard L Sowell 491 viii Contents Section VI: Evaluation 513 Chapter 32 Programmatic Evaluation Jill M Hayes 515 Chapter 33 Assessment of Learning and Evaluation Strategies Eric Oestmann and Joanna Oestmann 531 Chapter 34 Student Evaluation of Teaching Jill M Hayes 563 Chapter 35 The Clinical Pathway: A Tool to Evaluate Clinical Learning Martha J Bradshaw 575 Chapter 36 Evaluation of Teaching Resources Jill M Hayes 585 595 Index Preface This edition of Innovative Teaching Strategies in Nursing and Related Health Professions continues the theme of interdisciplinary collaboration in health professions education The need to capitalize on the contributions of numerous healthcare professionals is increasingly more important in light of the current, complex healthcare system Education has a knowledge base that crosses over disciplinary lines and is one we need to understand in order to be effective in our work This book incorporates educational principles and techniques suitable for students in all higher education settings, at the graduate or undergraduate levels More attention has been given to use of various forms of technology, although it is never possible to present all methods and versions that are available What needs to be remembered by educators is that technology is the means, not the ends, to teaching effectiveness It is the individual teacher who makes decisions based upon best educational principles, about what strategy or form of technology to use in order to meet goals in the learners The diversity of learners has increased on all levels of higher education A new chapter in this book covers generational diversity in both learners and faculty, and provides approaches for greater accord in the teaching–learning process among age groups It is our intent that this book will be a useful resource for educational programs in all health professions Martha J Bradshaw Arlene J Lowenstein ix 596 INDEX asynchronous instruction (continued) distance education, 353 reflective learning, 150–151 Web-based instruction, 371 auditory learning, 531–538, 533f Ausubel, David, 425 autonomous motivators, 139 B Baby Boomers characteristics of, 67, 69, 74–75t cultural setting, 67–69 faculty perspective, 66–67 BabySIM, 208 Bachelard, Gaston, 87 Bakhtin, Mikhail, 90 Barrett School, 23 Barrett School for Whites, 23 Bass, Randy, 329 Batson, Trent, 311 behavioristic learning, Blackboard, 297 blended learning adaptation, existing courses, 299 adult learning theory, 350t advantages, 346 assignments, 338 blended course environment, 337–338 course expectations, 301 definition, 337 disadvantages, 347 discussion posts, 338 e-learning framework, 339f faculty development, 299 feedback, 305–306t learners, types of, 343–344 learning community, 340–341 lesson plan template, 347–350t method, use of, 299, 344–345, 344t multimedia, 297–298, 305–306t plagiarism, 346 planning, 341–343, 342t potential problems, 302–303, 345–346 resources, 298 student feedback/assessment, 301 student self-direction, 346 taxonomy design worksheet, 300t technology and, 343 theoretical rationale, 338–340 training/orientation, 301–302, 302t Web-based instruction, 371 blogs, 149, 151–152, 157–159 Bloom, Benjamin, 541–542 BLS See Bureau of Labor Statistics bodily kinesthetic intelligence, Bono, Edward de, 82 Breakaway Ltd., 82 Bruner, Jerome, Bureau of Labor Statistics (BLS), 65 Byers, Julia, 88 C The California Critical Thinking Disposition Inventory (CCTDI) Test Administration Manual, 51 care map, 432–435, 434f CATs See courseroom assessment Â�techniques CCPH See Community-Campus Partnerships for Health CE See concrete experience The Center for Nurse Executives, 447 Chace, Marion, 90 Chovanec, Michael, 41 CINM See critical incident nursing Â�management Civil Rights Movement, 23 CJM See clinical judgment model classroom assessment techniques Bloom’s taxonomy, 541–542 CATs, 543–545 clinical concept mapping, 525 clinical evaluation ECTB, 570 NCTEI, 570 programmatic evaluation, 523–525 summary evaluation, 417–420 clinical experience academic dishonest, 416 agency policies, 409 anecdotal notes, 414, 418 assignment sheet, 408 closure, 411 conducting, 413–414 conferences, 410–411 crafting of, 408–412 directed questioning, 409–410 Index evaluation, of learning, 417–420 failure, 420 feedback, 411–413 final evaluation, 418–419 honor code, 416 incivility, student, 415 learning contracts, 419 midterm evaluations, 418 orientation, 407–408 role preparation, 405–407 rounds, 409 student issues, 414–415 unprofessional behavior, student, 415 clinical experience, preceptored communication, 439–440 definition, 437 evaluation, 446–447 faculty and unit leadership, 446 learners, types of, 440 learning conditions, 440–441 method, use of, 442–443 New Graduate Critical Care Program, 450–455, 451t potential problems, 447–449 preceptee, 445–446 preceptor, 443–445 purposes, 437–438 reality shock, 439 resources, 441–442 self-confidence, 439 socialization, 438–439 supportive environment, 440 theoretical foundations, 438–440 clinical failure, 420 clinical instruction empowerment, 399–400 faculty development, 402 goals, 399 instructor role, 397–399 philosophical approach, 399–401 problem solving, 401 professional identity mentoring, 398 purpose of, instructor view, 399 student-centered learning, 401–402 task mastery, 398 clinical judgment model (CJM), 212, 213f clinical pathway 597 ambulatory surgery experience, 581–582t conditions, 576–577 definition, 575 hearing and vision screening, 580t learners, types of, 577 method, use of, 578–583 potential problems, 583 purpose, 575 resources, 577 sample pathway, 579t theoretical foundations, 575–576 clinical rounds, 409 Cmap tools, 432 cognitive learning learning theories, 4–6 lectures, 116 service learning, 477 Web-based instruction, 373–374 collaborative creativity classroom activity example, 92–93 compassion fatigue and, 89 reflecting team, 90 Sharevision, 90–92 collaborative reflection, 90, 92 Commission on Instructional Technology, 355 communication clinical experience, preceptored, 439–440 diversity, in classroom, 29–30 electronic, 311–312 simulation, 241 skills laboratory, 235–236 transcultural nurse–patient, 492 communication skills lab cooperative learning, 269 faculty role, 275 scenario development, 270–274, 270f small group, problem-based learning approach, 274–275 Â� student role, 275–276 community college movement, 23 community partnerships, 476 Community-Campus Partnerships for Health (CCPH), 475, 477, 484, 486 concept learning, concept mapping care map, 432–435, 434f care organization, 432–435 598 Index concept mapping (continued) clinical, 525 concept map, 433f critical thinking skills and, 432 definition, 423 learners, types of, 427 lectures and, 428–432, 429–431f purposes, 423–425, 424f theoretical rationale, 425–426 use of, 426–428 concrete experience (CE), 534–538, 535f concrete random learning style, concrete sequential learning style, content expertise, 11 context, input, process, and product model (CIPP), 565–566, 565t contextual learning, 138–139 control theory, 139 controlled motivators, 139 convergers, 7, 11–12 cooperative learning communication skills lab, 269 games, 177 PBL, 139 Corporation for National and Community Service, 477 Â� courseroom assessment techniques (CATs), 543–545 The Craft of Teaching (Eble), 121 Creating Significant Learning Experiences (Bloom), 295 critical incident nursing management (CINM), 211 critical pathway See clinical pathway critical thinking critical spirit, 459 definition, 49–52 evaluation of, 61 habits of the mind, 51–52 health profession education, 53–61 importance, 52–53 learning assessment, 556 cross-linkages, concept mapping, 423 D debate definition, 163 general discussion, 164 grading tool, 168f learners, types of, 165–166 learning conditions, 165 Lowenstein and Bradshaw method, 167 method, use of, 166–169 online format, 169 potential problems, 169–170 purpose, 163–164 resources, 166–167 theoretical rationale, 164 decision-making skills blogs, reflective practice, 151–152 debate, 171 PBL, 140 role playing, 188 Declaration on the Civic Responsibility of Higher Education, 477 Delphi technique, 51–52 Designing and Implementing Models for the Innovative Use of Simulation to Teach Nursing Care of Ill Adults and Children: A National, Multi-Site, Multi-Method Study (NLN/Laerdal project), 253 Dewey, John, digital immigrants, 297 digital natives, 297 disability, learning, 25, 33 disability, physical accommodation, in classroom, 31 diversity, in classroom, 25 discovery learning, 4, 12 discovery, scholarship of, 406 discrimination, classroom and, 27 discrimination learning, discussion forums, 151–152 distance education administrative support, 362 commitment, 365–366 curriculum design, 363–364 definition, 354 educational technological theories, 354–355 faculty support, 362–363 financial support, 362 hypermedia theory, 357 Internet-based videoconferencing, 361 learners, types of, 358 learning conditions, 359–360 learning process, 356f Index method, use of, 361–366 potential problems, 366–367 resources, 360–361 selected technology, 364 student evaluation, of teaching, 569 student support, 364–365 system theory, 354–357 theoretical foundations, 354–358 VOIP, 361 divergers, 7, 12 diversity, in classroom 1950s, 21–22 1960s, 23–24 accommodation, 31–33 ADA, 24 age range, 28–29 APTA, 24 Civil Rights Movement, 23 communication, 29–30 disabled students, 25 discrimination, 27 emotions, 27–28 ESL students, 33 feminist movement, 23 Hill-Burton Act, 22 learning disabilities, 28, 33 minority students, 25–26 past, 21–24 present, 24–26 Doctor of Nursing Practice (DNP), 38 Doctor of Physical Therapy (DPT), 38, 41 domain, concept mapping, 423 Dreyfus model of skill acquisition, 251 E ECS See emergency care simulators ECTB See effective clinical teaching behaviors education, health profession attitude, 53 case studies, 55 exposure, 54–55 group discussions, 55 identification, 58–59 knowledge, 54 learner-centered, 53 mind (concept) mapping, 58 participation, 56–58 problem-based learning, 57 599 problem-solving team, 57 questioning, 58 reflective journals, 57 skill, 59–61 study guides, 55 writing, 55 educational technological theories distance education, 354–355 emerging technologies, 333 growth of, 280 nursing education, 12 Educause Learning Initiative, 32 edutainment, 113 effective clinical teaching behaviors (ECTB), 570 egocentric thinkers, 556 e-learning framework, 339f electronic communication strategies academic misconduct, 155 conditions, 313–315 course syllabus, nursing history, 319–322f diverse methods of learning and, 155 email journal examples, 322–325f evaluation comments, 325f faculty perceptions, 155–157 future directions, 319 learners, types of, 149, 315–316 learning conditions, 149–150 method, use of, 150–152, 317 password protection, 315 potential problems, 318 privacy, 315, 318 purpose, 148, 309–311 resources, 150, 316 theoretical rationale, 311–313 electronic communication styles, 314t emergency care simulators (ECS), 208 empirics, knowledge patterns, 148 English as a Second Language (ESL), 28–30, 33 ePortfolios, 311 ERR WATCH, 215 ESL See English as a Second Language esthetics, knowledge patterns, 148 ethics, knowledge patterns, 148 evaluation, teaching resources background, 585–586 challenges, 590–592 clinical setting, 590 faculty evaluation, 588–589 600 Index evaluation, teaching resources (continued) implementation, 587–589 instructional technology, 591–592 physical plant, 589 service industry partnerships, 591 simulation, 590–591 teaching/learning resources, 587–588 theoretical framework, 587 expert–novice model, 405 expository lecture, 120 F face-to-face (f2f) blended learning, 337, 342t online learning vs., 539 PBL, 142 Web-based instruction, 371, 386 Facione, Peter, 464 faculty, generational perspectives Baby Boomers, 67–69 Generation X, 69–71 Generation Y, 71–73 generational characteristics, 74–75t generational considerations, 73 Veterans, 66–67 faculty–student practice clinic advanced practice clinic, 468–472 case discussion group, 463–464 dyad partnership, 463 entry level clinic, 462–468 learners, types of, 472 student self-evaluation, 464, 465–466t teacher-practitioner model, 460–462 fair-minded thinkers, 556 feedback blended learning, 301, 305–306t clinical experience, 411–413 grading, 550–553 informative, 551, 551f learning assessment, 551–553 mixed-mode learning, 305–306t peer-to-peer, 411 summative, 551, 551f feminist movement, 23–24 fidelity SCE, 246–247 simulated patient, 247, 247t field dependent–field independent learning, 5–6 Fink, Dee, 295 Flexner Report to the Carnegie Foundation (Beck), 209 flow, concept of, 177 formal lecture, 120 formative evaluation, 517, 551, 551f G Gagne, Robert, games debriefing, 176 definition, 175–176 development process, 181t learners, types of, 177 method, use of, 180 potential problems, 180–182 resources, 179–180 simulations, 176 Gaumard Scientific, 208 Generation X characteristics of, 70–71, 74–75t cultural setting, 69–70 faculty perspective, 66–67 Generation Y characteristics, 72–73, 74–75t cultural setting, 71–72 faculty perspective, 65–66 generations, faculty Baby Boomers, 67–69 characteristics of, 74–75t Generation X, 69–71 Generation Y, 71–73 Veterans, 65–67 gestalt, Global Center for Social Change, 495 global learning, emerging technology and, 331, 331t Good Samaritan Missions, 486 grading feedback, 550–553, 551f grading rubrics advantages, 545–546 common features, 546 five-point grading, 546–549, 547t, 548t formal grading paper, 549–550t options, 546 H Hal simulators, 208 Health Insurance Portability and Â�Accountability Act (HIPAA), 150 Index health profession education attitude, 53 case studies, 55 exposure, 54–55 group discussions, 55 identification, 58–59 knowledge, 54 learner-centered, 53 mind (concept) mapping, 58 participation, 56–58 problem-based learning, 57 problem-solving team, 57 questioning, 58 reflective journals, 57 skill, 59–61 study guides, 55 writing, 56 high-fidelity patient simulators (HFPSs) ACRM, 211 CINM, 211 CJM, 212, 213f ERR WATCH, 215 faculty support, 219 generalization, 220 implementation, 218–219 LCJR, 212–213 learners, types of, 213–214 learning conditions, 214–215 method, of use, 217–219 potential problems, 219–220 purposes, 207–209 resources, 216–217 simulation framework, 212, 212f simulation room, 216f situated cognition framework, 210–211, 211f types of, 208 Hill-Burton Act, 22 HIPAA See Health Insurance Portability and Accountability Act Hoffman, Lynn, 90 Horizon Report (New Media Consortium), 332 HotZone©, 81 HPS See adult human patient simulator humor classroom setting and, 106f definition, 97–99 learning conditions and, 101–102 methods, 103–106, 105f potential problems, 106 purpose of, 98 resources, 103–104 student reaction, 100–101 theoretical foundations, 99–100 hybrid learning adaptation, existing courses, 299 adult learning theory, 350t advantages, 346 assignments, 338 blended course environment, 337–338 course expectations, 301 definition, 337 disadvantages, 347 discussion posts, 338 e-learning framework, 339f faculty development, 299 feedback, 305–306t learners, types of, 343–344 learning community, 340–341 lesson plan template, 347–350t method, use of, 299, 344–345, 344t multimedia, 297–298, 305–306t plagiarism, 346 planning, 341–343, 342t potential problems, 302–303, 345–346 resources, 298 student feedback/assessment, 301 student self-direction, 345 taxonomy design worksheet, 300t technology and, 343 theoretical rationale, 338–340 training/orientation, 301–302, 302t Web-based instruction, 371 hypermedia theory, 355, 357 I imagination, 173 immigration, United States, 491–492 impulsiveness, inductive discovery, 11 information processing theory, 138 innovation, strategies for development of, 41–45 examples of, 39–41 process of, 42e, 43–45 Inspiration 8, 432 Institute of Medicine (IOM) service learning, 476 simulation laboratory, 242 601 602 Index instructional theory, 11, 355 integration, scholarship of, 406 intelligence, forms of, International Partnership for Service Learning and Leadership (IPSL), 486 international service learning, 482–483 International Service Learning (ISL), 486 Internet See also Web 2.0 distance education, 361 educational instruction, 372–373 virtual schools, 372, 375 VOIP, 361 Internet service providers (ISPs), 385–386 Internet-based videoconferencing, 361 interpersonal intelligence, interprofessional education (IPE) communication skills lab, 269–276 conditions, 267–269 definition, 265 exposure activities, 268 faculty role, 275 immersion activities, 268–269 learners, types of, 267 mastery activities, 269 potential problems, 276–277 purpose, 265–266 scenario development, 270–274, 270f small group, problem-based learning approach, 274–275 Â� student role, 275–276 theoretical foundation, 266 intrapersonal intelligence, intuitive learning, 330–331, 331t IOM See Institute of Medicine IPE See interprofessional education IPSL See International Partnership for Service Learning and Leadership ISL See International Service Learning ISPs See Internet service providers iStan products, 208 J The Joint Commission (TJC), 253 journals clinical, 526–528 email examples, 322–325f reflective, 57, 159 K Kahn, Badrul, 338 kinesthetic learning, 531–538, 533f knowing-in-action thinking, 6–7 Knowles, Malcolm, 294, 538 L Laerdal Medical Corporation, 208 Lamar School, 23 Lasater clinical judgement rubric (LCJR), 212–213 learner contracts, 419 learner-centered education, 53, 538 learning approaches, 5–8 behavioristic, cognitive, 3–6 effective teaching and, 9–13 intellectual skills, meaningful, 425 modalities, 17t research application, 8–9 rote, 425 technology and, 13–14 theories, 3–5 learning assessment AC, 534–538, 535f AE, 534–538, 535f andragogical vs pedagogical considerations, 538–540 applications and performance, 554–555 auditory learning, 531–534, 533f Bloom’s taxonomy, 541–542 CATs, 543–545 CE, 534–538, 535f classroom techniques, 540–545 critical thinking, 556 feedback, 550–553, 558 grading rubrics, 545–551 information retention, 559 kinesthetic learning, 531–534, 533f motivation strategies, 557–558 noncritical thinking, 556–557 problem solving, 553–554 questioning strategy, 556 reinforcement, 558–559 RO, 534–538, 535f transference, 559 Index visual learning, 531–534, 533f weak sense critical thinking, 556–557 learning disabilities, 28, 33 learning management systems (LMSs), 329 learning theories, 3–5 lecture practice, 121 lecture-discussion, 121 lecture-lab, 121 lecture-recitation, 120 lectures advantages, teaching strategy, 115–116t definition, 114 disadvantages, teaching strategy, 117t evaluation, 132–133 institutional barriers, 128–131 knowledge retention, 131–132 learners, types of, 118–120, 119t negative press, 131 perceived negative factors, 129–130t potential problems, 127–132 PowerPoint, 121 preparation for, 122–124 purpose, 114 student boredom, 128 techniques for, 124–127 types of, 120–122 linguistic intelligence, linkages, concept mapping, 423 LMSs See learning management systems logical/mathematical intelligence, Lowenstein and Bradshaw method, debate, 167 M mannequin, simulation, 240 Masie’s Learning TRENDS (Masie), 127 McLuhan, Marshall, 78 meaningful learning, 425 Medical Education Technologies, Inc (METI), 208 mentor–protégé model, 405 METI See Medical Education Technologies, Inc METIman, 208 MGH Institute of Health Professions, 460 Millennials, 297 mind mapping care map, 432–435, 434f care organization, 432–435 concept map, 433f critical thinking skills and, 432 definition, 423 learners, types of, 427 lectures and, 428–432, 429–431f purposes, 423–425, 424f theoretical rationale, 425–426 use of, 426–428 minority students communication, in classroom, 29–30 diversity, in classroom, 25–26 mixed mode learning adaptation, existing courses, 299 adult learning theory, 350t advantages, 346 assignments, 338 course environment, 337–338 course expectations, 301 definition, 337 disadvantages, 347 discussion posts, 338 e-learning framework, 339f faculty development, 299 feedback, 305–306t learners, types of, 343–344 learning community, 340–341 lesson plan template, 347–350t method, use of, 299, 344–345, 344t multimedia, 297–298, 305–306t plagiarism, 346 planning, 341–343, 342t potential problems, 302–303, 345–346 resources, 298 student feedback/assessment, 301 student self-direction, 346 taxonomy design worksheet, 300t technology and, 343 theoretical rationale, 338–340 training/orientation, 301–302, 302t Montag, Mildred, 41 mosaic thinking patterns, 78–79 motivation discovery learning, 401 distance education, 358 learning assessment, 557–558 multimedia adult learning theory, 294 blended learning, 297–298 blended learning feedback, 305–306t cognitive domain, 295 603 604 Index multimedia (continued) course design worksheet, 300t course development workflow, 302t definition, 293–294 expectations, 301 faculty development, 299 feedback, 301 learners, types of, 297 method, of use, 299 online adaptation, existing course, 299 potential problems, 302–303 purpose, 294 resources, 298–299 taxonomy of significant learning, 295–297, 295f, 296t theoretical foundations, 294–297 training and orientation, 301–302 multiple intelligences, 4–5 musical/rhythmic intelligence, N naïve thinkers, 557 narrative pedagogy, 82 National Center for Education Statistics (NCES), 371 National Council Licensure ExaminationPractical Nurse (NCLEX-PN), 243 Â� National Council Licensure ExaminationRegistered Nurse (NCLEX-RN), 243 Â� National League for Nursing (NLN), 79, 148 National Service-Learning Clearinghouse (NSLC), 486 The National Teaching & Learning Forum ―periodical), 127 NCES See National Center for Education Statistics Â� NCLEX-PN See National Council Licensure Examination-Practical Nurse NCLEX-RN See National Council Licensure Examination-Registered Nurse NCTEI See Nursing Clinical Teaching Effectiveness inventory Â� netiquette, 340 New Graduate Critical Care Program, 450–455, 451t New Media Consortium, 319, 332 NLN See National League for Nursing nodes, concept mapping, 423 Noelle simulators, 208 noncritical thinkers, 556–557 NSLC See National Service-Learning Clearinghouse Â� Nursing Clinical Teaching Effectiveness Inventory (NCTEI), 570 Â� nursing education Barrett School, 23 community college movement, 23 founding of, 22 Lamar School, 23 nursing process mapping care map, 432–435, 434f care organization, 432–435 concept map, 433f critical thinking skills and, 432 definition, 423 learners, types of, 427 lectures and, 428–432, 429–431f purposes, 423–425, 424f theoretical rationale, 425–426 use of, 426–428 O Oaxaca Study Abroad Program course grade requirements, 502–503 equipment, supply donations, 500–501 lessons, 506–507 local healthcare issues, 497–498 nursing practicum, 496 orientation, 500 program development, 498–499 program overview, 496–497 setting, 497 student course evaluations, 506 student experiences, 501–502 student outcomes, 505–506 student perceptions, 503–505 student preparation, 499 student recruitment, 499–500 100 Essential Web 2.0 Tools for Teachers (blog), 331 online learning blended learning, 337 face-to-face vs., 539 student perceptions, 373 teaching methods, 151 units, 389f Index P parallel thinking patterns, 78–79 PBL See problem-based learning PDAs See personal digital assistants pedagogy andragogy vs., 119t, 538–540 IPE, 266 lectures, 116–118 narrative, 82 novice learners, 120 PediaSIM, 208 peer-to-peer feedback, 411 People’s Bridge Action, 90 Perception, Validation, and Clarification (PVCs), 30, 44 personal digital assistants (PDAs), 39 personal knowledge, 148 Pew Health Commission, 476 Picard, Carol, 89 plagiarism blended learning, 346 instructional technology, 155 The Pod Game, 179 portfolio assessment, 525–526 ePortolios, 311 postclinical conferences, 410–411 postsimulated clinical experience debriefing, 256–258 evaluation/testing/assessment, 258–259 patient death, 258 PowerPoint games, 179 generational considerations, 77 lectures, 121 preceptored clinical experience communication, 439–440 definition, 437 faculty, unit leadership and, 446 learners, types of, 440 learning conditions, 440–441 method, use of, 442–443 New Graduate Critical Care Program, 450–455, 451t potential problems, 447–449 preceptee, 445–446 preceptor, 443–445 purposes, 437–438 605 reality shock, 439 resources, 441–442 self-confidence, 439 socialization, 438–439 supportive environment, 440 theoretical foundations, 438–440 preceptorship, 437–438 preclinical conferences, 410 problem-based learning (PBL) communication skills lab, 274–275 definitions, 137, 137–138 emerging technologies, 330 implementation, 140–141 IPE, 274–275 learners, types of, 139 potential problems, 141–142 resources, 139 teaching/learning strategies, 57, 59 theoretical foundations, 138–139 problem-solving skills CATs, 546 clinical instruction, 401 critical thinking, 57 evidence-based practice, 228 learning assessment, 553–554 role play, 188 simulation games, 178 professional identity approach, 398 programmatic evaluation classroom assessment, 522–523 clinical concept mapping, 525 clinical evaluation, 523–525 clinical journals, 526–528 definition, 516–517 elements of, 521–522 formative evaluation, 517 portfolio assessment, 525–526 process of, 520–521 purpose, 516 summative evaluation, 517 systems theory, 518–520, 518f theoretical foundation, 517–519 provocative lecture, 120–121 psychodrama, 189 The Psychology of Meaningful Verbal Learning (Ausubel), 425 punctuated lecture, 121, 132 PVCs See Perception, Validation, and Â�Clarification 606 Index R reactance theory, 41 reasoning, 51 reflecting team, 90 reflection definition, journals, 57 theoretical rationale, 148–149 reflection-in-action thinking, 6–7 reflection-on-action thinking, 7, 13 reflective observation (RO), 534–538, 535f reflective practice academic misconduct, 155 blogs and, 151–152 diverse learning methods, 155 evaluation rubric, 153–154t learners, types of, 149 learning conditions, 149–150 method, use of, 150–151 resources, 150 sample questions, 156t scoring, 152–152 theoretical rationale, 148–149 reflective thinking, 49 response style learning, Reynard, Ruth, 311 RO See reflective observation role play conditions, 189–190 definition, 187 learners, types of, 190–191 method, use of, 191–193 planning, 190 potential problems, 193–194 purposes, 187–189 resources, 191 theoretical rationale, 189 role preparation, health professions, 405–407 rote learning, 425 rule learning, S “Sage on the Stage in the Digital Age” (Chung), 122 scholarship of integration, 406 Schon, Donald, 90 Second Life, 82 segregation, educational facilities, 22 self-direction, blended learning, 345–346 self-determination theory, 139 selfish thinkers, 557 service learning definition, 475–476 grading rubric, 481–482t international, 482–483 learners, types of, 477–478 learning conditions, 478–479 method, use of, 479–482 models of, 480t potential problems, 483–484 purpose, 476 resources, 479 theoretical foundations, 476–477 Things You Should Know About ―Educause), 332 Sharevision collaborative creativity, 90–91 collaborative-reflection, 92 research, 91–92 Shotter, John, 88 Shulman, Lee, 329 SimMan, 208 simulated clinical experiences (SCEs) assessment, 258–259 blocks of time, 244–245 charting, 253–254 classroom and, 255 curriculum integration, 243 DASH, 258 debriefing, 256–258 entire day scheduling method, 245 environment, 248–249 evaluation, 258–259 faculty roles, 250–251 fidelity, 246–247 hand-off communication, 253 holistic aspects, of patient, 249t interactive video, 255–256 interdisciplinary team approach, 254 PDAs, 253 physical fidelity, of patient, 247, 247t postconference scheduling method, 245 postsimulated patient death, 258 purpose, 240–243 research opportunities, 259–260 resources, 253 Index simulation, 240–243 stations, 244 student preparation, 250 student roles, 252–253, 252t student scheduling, 243–244 TeamSTEPS program, 254 testing, 258–259 simulation See also high-fidelity patient simulators (HFPSs) Â� classroom use, 255–256 clinical, 188 communication, 241 definition, 176, 239–240 emergency situations, 242 five core competencies, 242 interactive video, 255 learning conditions, 178–179 purpose, 240–243 role play, 187 SBAR, 241–242 SCEs, 240–243 simulated clinical experiences (SCEs), 240–243 software, 255–256 teaching-learning strategies, 173 simulation room, 216f Singh, Harvey, 339, 339–340 situated cognition framework, simulation, 210–211 situation-background-assessmentrecommendation (SBAR), 241–242 Â� skills laboratory communication, 235–236 conditions, 229–230 cost of, 235 definition, 227 evaluation, of skills, 234 evidence-based practice, 228 faculty and, 235 learners, types of, 231–232 learning conditions, 232–233 method, use of, 233–235 potential problems, 235–236 purposes, 227–228 safety, 236 theoretical rationale, 228–229 theory-based practice, 228 SKYPE, 39, 255 607 social-cultural cognitive theory, 538 socialization, 438–438 Socratic learning style, 538 software antiplagiarism, 155 computer-enchanced learning, 150 concept mapping, 432 simulation, 255–256 video, 283 Speech, Language and Literacy Center Advanced Practice Clinic, 468–472 advanced practice clinic, 468–472 entry level clinic, 462–468 stages of change model, 41 student evaluation, of teaching academic incivility, 567–568 attending, 569–570 background, 564 challenges, 571–573 CIPP model, 565–566, 565t clinical learning experiences, 569 data analysis, 573 distance education, 569 ECTB, 570 effective teaching characteristics, 568t faculty attitude, 567 NCTEI, 570 student characteristics, 571–572 teaching/learning environment, 568–569 theoretical framework, 565–566 study abroad programs See also Oaxaca Study Abroad Program broad perspective, 494 career enhancement, 494 growth of, 493 guidelines, 507–510 importance of, 493–494 mission trips vs., 495 Oaxaca Study Abroad Program, 495–507 personal growth, 494 precautions, 511 Wellstar School of Nursing at KSU, 495 summative evaluation, 517, 551, 551f Survival Skills for Scholars (Gmelch), 127 synchronous instruction blended learning, 371 Web-based instruction, 371 system theory, distance education, 355–357 608 Index systems theory, programmatic evaluation elements, 518–519, 518f evaluation process application, 519–520 T task mastery instruction, 398 taxonomy design worksheet, 300t Taxonomy of Educational Objectives (Bloom), 464, 541–542 Taxonomy of Significant Learning (Fink), 295–297, 295f, 296t teacher-practitioner model advanced practice clinic, 468–472 case discussion group, 463–464 definition, 460–461 dyad partnership, 463 entry level clinic, 462–468 learners, types of, 472 purpose, 460–462 student self-evaluation, 464, 465–466t The Teaching Professor (newsletter), 127 teaching resources evaluation background, 585–586 challenges, 590–592 clinical setting, 590 faculty evaluation, 588–589 implementation, 587–589 instructional technology, 591–592 physical plant, 589 service industry partnerships, 591 simulation, 590–591 teaching/learning resources, 587–588 theoretical framework, 587 teaching, scholarship of, 406 teaching–learning experience barriers, 78 education expectations, students, 76–78 education expectations, teachers, 76 effective techniques, 9–13 generational perspectives, 65–66, 73, 74–75t, 79–82 parallel/mosaic thinking patterns, 78–79 teaching/learning strategies debates and critiques, 58–59 defensive testing, 58 exposure, 54–56 generational considerations, 79–82 identification, 58–59 knowledge, 54 mind (concept) mapping, 58 participation, 56–58 problem-based learning, 57, 59 problem-solving team, 57 questioning, 58 reflective journals, 57 reinforcement, 558–559 skill, 59–60 TeamSTEPPS, 254 technology blended learning, 343 distance education, 364 educational use, 279, 355 evaluation, teaching resources, 591–592 hybrid learning, 343 instructional, 355 learning and, 13–14 mixed mode learning, 343 video, 283–284 technology, emerging global learning, 331 learners, types of, 330–331, 331t method, use of, 332–333 potential problems, 333 theoretical foundations, 329–330 VoiceThread, 335f Technology Informatics Guiding Education Reform (TIGER), 81 Â� techno-systemic theories, 354–355 Texas A&M University–Corpus Christi, 82 thinking process, 50 TIGER See Technology Informatics Guiding Education Reform TJC See The Joint Commission transcultural nurse-patient communication, 492 transference, 559 U University Hospital, 23 V Vacarr, Barbara, 89 Veterans characteristics of, 67, 74–75t cultural setting, 66–67 faculty perspective, 65–66 Index video advantages, 284 audio, 287 classroom use, 281–283, 282t clinical procedure demonstrations, 286 composition, 287 copyright, 289–290 definition, 281 editing, 288 etiquette, 289 in-service training, 286 interviews, 286 lighting, 288 new technology/access, 283–284 presentations, 285 production process, 285 release form, 290f software, 283 transcripts, 288 “wobbles,” 287–288 written consent, 289–290 video over Internet protocol (VOIP), 361 virtual schools, 372, 375 visual learning emerging technology and, 330, 331t learning assessment, 531–538, 533f visual/spatial intelligence, VoiceThread, 335f VOIP See video over Internet protocol Vygotsky Lev, 538 W weak sense critical thinkers, 556–557 Web 2.0 educational purpose, 328–329 history of, 327–328 learners, types of, 330–331, 331t potential problems, 333 theoretical foundations, 329–330 VoiceThread, 335f Web-based instruction asynchronous, 371 chat rooms, 381 cognitive learning, 373 course description, 388f course development, 373 definition, 371 electronic bulletin boards, 378, 379f email, 378 expense, 386 face-to-face vs., 539 faculty/student perception of, 372–373 faculty/student profiles, 377 forums, 379–380f hybrid/blended, 371 ISPs, 385–386 learners, types of, 373–374 learning conditions, 374–375 method, use of, 376–384 online interactivity, 378 online learning units, 389f online tests, 381, 381–384f potential problems, 384–386 purpose, 371–372 resources, 375–376 sample case study, 390f student isolation, 386 student self-assessment, 385f synchronous, 371 theoretical foundations, 372–373 time commitment, 384 Webinars, 361 WebQuest, 179 Wellstar School of Nursing at Kennesaw State University, 495 written consent, 289–290 Z ZaidLearn, 179 609 ... Photodisc Printing and Binding: Malloy, Inc Cover Printing: Malloy, Inc Library of Congress Cataloging -in- Publication Data Innovative teaching strategies in nursing and related health professions. .. Evaluation of Teaching Resources Jill M Hayes 585 595 Index Preface This edition of Innovative Teaching Strategies in Nursing and Related Health Professions continues the theme of interdisciplinary.. .Innovative Teaching Strategies in Nursing and Related Health Professions Fifth Edition Edited by Martha J Bradshaw, PhD, RN Professor Louise Herrington School of Nursing Baylor University