Assignment: Evidence-Based Teaching Strategies
Assessment Description
An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher-order thinking.
The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting.
Provide a 6-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following:
- Description of the evidence-based teaching strategy and its application to your practicum topic.
- Description of the relevancy and accuracy of the source.
- Description of the quality of the source.
Utilize “Preparing Annotated Bibliographies,” located in the Student Success Center, to review general guidelines and specific examples for creating an annotated bibliography.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
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Evidence-Based Teaching Strategies
Teaching in the educational setting requires that an educator has adept knowledge of the effective strategies that can be applied in different scenarios. For example, delivering educational content in the practicum setting needs evidence-based practice teaching strategies to optimize the output and understanding. The implication is that an effective nurse educator has to be current and research-oriented to acquire sufficient knowledge of the teaching strategies to apply (Melrose, 2019). Solving problems such as falls in adult care facilities requires teaching to deliver fall control and management strategies to the patients and individual adults. Therefore, this write-up purposes of formulating an annotated bibliography on evidence-based teaching strategies that can be applied in the adult care facility to reduce falls.
Kiegaldie, D., Nestel, D., Pryor, E., Williams, C., Bowles, K. A., Maloney, S., & Haines, T. (2019). Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings. Nursing open, 6(3), 1150-1162. https://doi.org/10.1002/nop2.318
Authored by Kiegaldie et al., this article explores the use of simulation as a teaching strategy to the health professional’s knowledge on reducing the rates of patient falls. Upon the use of simulation as a teaching strategy, these researchers found out that there was a significant drop in the cases of patient falls. Hence, this teaching method is appropriate. Simulation entails an imitation of real-world processes and activities in a safer environment. Therefore, the strategy offers the learners an experience as close to the real world as possible. Among the barriers to effective fall prevention in any setting is a breakdown in communication and Poor Corporation. Therefore, this teaching method can be applied in my practicum settings to improve physician/nurse teamwork by improving communication, collaboration, lowering the breakdowns in respect perceptions, and role misunderstanding behaviors. These will ensure that the professionals collaborate more appropriately and work towards lowering the rates of falls among the elderly. This source is of high quality since it’s a peer-reviewed journal.
Curley, L. E., Wu, Z., & Svirskis, D. (2018). Using technology in pharmacy education: pharmacy student performance and perspectives when visual aids are integrated into learning. Frontiers in pharmacology, 9, 1062. https://doi.org/10.3389/fphar.2018.01062
Curley et al., 2018, accomplished a study to evaluate the efficacy of using visual aids as a teaching method. The researchers used a pre-and post-intervention to study the impact of using visual aids. Upon the implementation of the visual aid as a teaching strategy, the authors noted that students’ scores significantly improved in comparison to the pre-intervention period. This teaching strategy involves the use of visual aids that can help the learners to stay interactive and to learn better. This teaching strategy can be applied in my practicum setting to train the nursing staff on strategies or guidelines to help prevent falls among the individuals living in the adult care facility. Through the use of visual aids and presentations, the staff gets to understand better the strategies that can be used in controlling and reducing falls. Like the previous articles, this source is a high-quality source as it is a peer-reviewed journal, hence dependable.
Nasr-Esfahani, M., Yazdannik, A., & Mohamadiriz, S. (2019). Development of nursing students’ performance in advanced cardiopulmonary resuscitation through role-playing learning model. Journal of education and health promotion, 8. https://dx.doi.org/10.4103%2Fjehp.jehp_125_18.
Nasr-Esfahani et al., 2019 studied the impact of role-playing as a teaching method among nursing students as compared to the traditional methods of teaching. Even though it was applied in resuscitation, the method was found to be effective. The analysis of the data showed significant improvement when the post-intervention data were compared to the baseline data. In addition, the method gave better results compared to the group where the traditional teaching method was applied. Role-play as a teaching strategy involves the instructor making the students pretend or act some part of the activity to depict someone or an activity that they are not. This teaching method leads the students into an exploration of realistic situations through interactions. This teaching strategy can be applied in my practicum setting by directing the staff responsible for the care of the elderly individuals to perform various activities that help prevent falls through role-play such as prompt response to alarms, accurately identifying if a patient is at risk of falling. The source is also of high quality since it has been obtained from a peer-reviewed journal.
Yumei, Z. H. A. N. G., Lin, W. A. N. G., Aimin, C. H. E. N., Jianli, X. U., & Chunxia, F. E. N. G. (2018). Application of the reinforced teach-back method in health education of falls prevention for long-term hospitalized patients in the psychiatric hospital. Chinese Journal of Integrative Nursing, 4(10), 135. https://doi.org/10.11997/nitcwm.201810038
Yumei et al., 2018 performed this study to evaluate the impact of using a teach-back method as a teaching strategy in reducing the cases of falls in a psychiatric setting among long-term hospitalized patients. The nurses applied the use of the teach-back method to educate patients on a weekly basis on appropriate skills and knowledge that can help reduce the incidences of falls. The researchers noted a substantial increase in the relevant skills and knowledge about falls as well as reduced cases of falls. The Teach-back method allows the nurse educators to assess for any lapses in understanding and recall to have an idea on what to emphasize. The patients are given a chance to reiterate and recall what they have been taught. This teaching method can be applied in my practicum setting to teach elderly individuals what to avoid and what to do to prevent falls. They can then be asked to restate what has been learned in their own words to ensure that they understand the contents, reducing the chances of falling. This source is also of high quality and relevant as it is a peer-reviewed source.
Rhodes, B., & Burgess, A. (2018). An innovative educational intervention to improve nursing students’ knowledge, attitudes, and skills surrounding breastfeeding. Teaching and Learning in Nursing, 13(4), 197-201. https://doi.org/10.1016/j.teln.2018.05.003
Rhodes & Burgess (2018) studied the use of workshops as a teaching strategy in improving the nursing student’s skills, attitudes, and knowledge. The researchers used the workshop to deliver various relevant content to the students. After using the workshop, improved attitudes, skills, and knowledge were observed among the students who took part. The workshop model as a teaching strategy entails giving a mini-lesson, a workshop, and debrief. It enables students to be responsible for their learning and be creative as they need to actively take charge of their learning process. This strategy can be applied in my practicum setting, where the patients are taught various strategies for managing falls. The nursing staff can also be taught to appropriately follow various protocols for managing falls through the workshop model. The quality of this source is also commendable since it is from a peer-reviewed journal.
Schmutter, L., & St Fleur-Delbrune, A. (2021). Proactive toileting to prevent inpatient falls. Nursing Management, 52(11), 42-47. Doi: 10.1097/01.NUMA.0000795628.24632.4d.
This research was authored by Schmutter & St Fleur-Delbrune, 2021; this research applied coaching as an evidence-based teaching strategy to initiate a proactive toileting program to address the increasing rates of patient falls. A specialist who operated as a coach coached the nursing staff in various aspects of fall prevention such as lean daily management and quality improvement. The researchers noted that the program was successful but indicated that the use of coaching as a teachings strategy was key in ensuring that outcomes improved. This method entails efforts to help individuals improve their performance. Coaching as a teaching method can be applied in my practicum setting to improve the staff competency in preventing and managing patient falls. At the adult care facilities, the staff has different expertise and competence; therefore, coaching as a teaching strategy can only work to improve their performance in terms of controlling patient falls. This source is also of high quality as it has been obtained from a peer-reviewed journal.
Conclusion
In conclusion, teaching in a practicum setting requires the use of effective strategies. Evidence-based strategies have been shown to be effective in content delivery as they optimize the delivery process. Therefore various evidence-based teaching strategies have been explored in this write-up.
References
Curley, L. E., Wu, Z., & Svirskis, D. (2018). Using technology in pharmacy education: pharmacy student performance and perspectives when visual aids are integrated into learning. Frontiers in pharmacology, 9, 1062. https://doi.org/10.3389/fphar.2018.01062
Kiegaldie, D., Nestel, D., Pryor, E., Williams, C., Bowles, K. A., Maloney, S., & Haines, T. (2019). Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings. Nursing open, 6(3), 1150-1162. https://doi.org/10.1002/nop2.318
Melrose, S. (2019). What works? A personal account of clinical teaching strategies in nursing. Sherri Melrose Publications: A Virtual Memory Box.
Nasr-Esfahani, M., Yazdannik, A., & Mohamadiriz, S. (2019). Development of nursing students’ performance in advanced cardiopulmonary resuscitation through role-playing learning model. Journal of education and health promotion, 8. https://dx.doi.org/10.4103%2Fjehp.jehp_125_18.
Rhodes, B., & Burgess, A. (2018). An innovative educational intervention to improve nursing students’ knowledge, attitudes, and skills surrounding breastfeeding. Teaching and Learning in Nursing, 13(4), 197-201. https://doi.org/10.1016/j.teln.2018.05.003
Schmutter, L., & St Fleur-Delbrune, A. (2021). Proactive toileting to prevent inpatient falls. Nursing Management, 52(11), 42-47. Doi: 10.1097/01.NUMA.0000795628.24632.4d.
Shaw, L. K., Kiegaldie, D., Jones, C., & Morris, M. E. (2021). Improving hospital falls screening and mitigation using a health professional education framework. Nurse Education Today, 98, 104695. https://doi.org/10.1016/j.nedt.2020.104695
Yumei, Z. H. A. N. G., Lin, W. A. N. G., Aimin, C. H. E. N., Jianli, X. U., & Chunxia, F. E. N. G. (2018). Application of reinforced teach-back method in health education of falls prevention for long-term hospitalized patients in the psychiatric hospital. Chinese Journal of Integrative Nursing, 4(10), 135. https://doi.org/10.11997/nitcwm.201810038