Teaching And Learning Plan On Testicular Cancer For Second Year Nursing Students

The projects are utilized as stand-alone learning modules or might be consolidated with classroom preparing as a mixed learning approach. Strategies for conveyance incorporate intranet/Internet, TV, DVD and/or CD. Using current innovation, the e-Learning group can give adaptable learning chances to countless workers all through the foundation, and to our worldwide learning partners.he Nurse Oncology Education Program (NOEP) Annual Faculty Training Program: as a team with the NOEP, NEO offers a chose gathering of scholastic nursing workforce from over the State of Texas a week-long complete instruction program including intelligent pedantic and clinical encounters individualized to meet every staff member's objectives and goals. The motivation behind this occasion is to instruct staff and advance incorporation of oncology substance and ideas into their particular educational modules, and additionally to give progressing assets to help with

According to Hall and Ross-Kerr (2006) teaching is an interactive process that promotes learning. Generally, teaching and learning begin when a person identifies a need for knowing or acquiring an ability to do something. A nurse, who embodies the role of a teacher provides information that prompts the client to engage in activities that lead to desired change. Teaching is most effective when it responds to the learner’s needs (Potter, Perry, Ross-Kerry, & Wood, 2006, p. 318). In this paper I will include an assessment of the learner, teacher, and resources with a teaching plan. I will provide evidence of implementation along with discussion of teaching material used in the presentation, including the rationale for its use. The paper will

Before beginning my lesson, I was very nervous on what type of activity to perform with the students. I was worried about something being too complicated or too boring. Once I decided to show the Disney Pixar’s short film “Partly Cloud”, I then had to figure out how I could teach a lesson about the film. Luckily, I decided that writing a summary on a white board and then having the students draw a picture of their favorite scene would be a sufficient lesson.

Hearing key words several times in relation to what is going on (the "context" of the learning situation) really helps cement the learning.

Lesson introduction: (Connecting to prior lessons/prior knowledge, diagnostic evaluation of students’ familiarity with concepts/skills, engaging students)

Enhancing meaningful learning by integrating technology into instructional design is central to this project. The most influential theory associated with this process is the cognitive theory of multimedia learning proposed by Mayer (1997). It is based on the theory that humans have two ways or “channels” of processing information, auditory, and visual, otherwise known as the dual channel assumption. By leveraging both of these means, and by building both of these connections between multiple representations of the same information meaningful learning is more likely to occur

The paper includes a brief description of the need for Test Analysis and its applicability to nursing education. Then, a review of the lesson plan follows. The lesson plan encompasses the initial assessment of the audience, learning environment, teaching strategies, learning styles, educational theory, and evidence- based practices related to education. Next, the development of student learning outcomes and the method of post-teaching evaluation, and a review of the instructor course notes.

To ascertain the needs of the learners, an informal survey was done to give each individual in the clinical group an opportunity to choose a topic of interest. Three topics were chosen from the 2016 NCLEX-RN test plan and sent to clinical group via email. The learners were then asked to vote on the three topics namely: Health promotion and disease prevention, Accident, error, injury prevention and End of life care in order of first and second preference. End of life cares was the first preference among the group as they felt the need for more information in this area in preparation

Over the past decade, the health care system has undergone an unprecedented change. Nursing has been part of a movement which reflects a multitude of change than in the past twenty years combined. The directions of nursing education in the 1960s was revealed as more of an applied science. In the mid-1990s, it was clear that the production of new knowledge was just not going to cut it. To acquire improved patient outcomes, new knowledge is needed in the classroom and clinical area. These new forms needed to be effectively implemented across all areas of the care team within the same context, and the outcomes needed to be measurable and bring a meaningful impact on the health outcome performances. This is what paved the way for a variety of teaching strategies that instructors could use to improve student learning outcomes. It is of great importance that the nurse educator chooses the right teaching strategies to stimulate the student to critically think. The goal of this paper is to discuss the innovative strategies used to educate the adult nursing student in the easiest most effective and cost effective manner possible.

The use of a video as a stimulus contributed to the quality of engagement of other students in our CoI by providing information about our topic and promoting interest, leading to further investigation and discussion (Salton, Burke & Maxwell, 2015). Making this observation highlighted the importance of selecting appropriate stimulus for the inquiry I was planning in my lesson sequence. When developing my lesson sequence I ensured that I chose a stimulus that will connect to and develop the students’ prior knowledge and encourage discussion and promote further questioning (Fahey, 2012; Salton et al.,

Daniel Willingham is a Professor of Neuroscience Information in Education that focuses on studying the Brain and using information to improve Brain Based Learning. In his videos, he discusses ways that the brain interacts with information to gain awareness, build knowledge, and improve memory. He also discusses how the teaching profession can improve critical elements of the way information is delivered to the brain to improve student learning. Professor Willingham provides a video that reviews the way teachers teach and how it impacts student’s learning when content taught is not given in a delivery that the brain can retain. He provides examples in the video which promotes his ideas that as students learn content areas, they

Each instructional component, whether delivered online or in the classroom should contribute directly to a specific learning outcome. Learners are quick to recognize when an activity has value and are likely to skim or even skip through components that do not offer a return on the time invested in completing the activity.

To help students effectively interact with new knowledge, I often preview new content prior to the critical input experience with a short engaging video. Often I also purposefully organize students in groups to enhance the active processing of information. New information is presented in small chunks or digestible bites. Questions are then asked for my

A scaffolding strategy that can be used to help promote student learning is tapping into student’s past knowledge. Tapping into student’s past knowledge is beneficial because children are able to share what they know. When students share what they know it can help them connect the new topic into their knowledge. When students share their own knowledge it, helps them build connections. Students and even teachers can bring in new information about something that someone said. Sharing knowledge can be beneficial to students of all different

Pros: More social interaction; more traditional (learners are used to it); teachers can command the attention of students more effectively and