Teaching Styles Of The Nurse Educators

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

Bloom’s Taxonomy is a classification of learning objectives in education that was developed by a committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge must be mastered

The entire webinar had implications on nursing education. The webinar gave great advise for new educators for what to expect in the education environment, as well as tips to be successful. The webinar was reflective of many of the topics discussed throughout this semester’s course, and did a good job linking everything together in regards to nursing education.

Nursing students today are diverse with different learning styles. Nursing educators must shape students to become critical thinkers and there are a host of approaches for instructors to develop needed teaching skills (Kostovich et al., 2007). There are many models of education styles; one to fashion teaching after is from Kolb’s model in 1985 which suggests matching learning methods to teaching approaches. However, educators need to become proficient in identifying individual student learning styles. Nursing educators should also recognize their own teaching style and the effect it has on learner development and socialization (National League for Nursing, 2007). The National League for Nursing (NLN) has developed eight core

(The class will be split into two groups. When you deliver your group presentation for P3, the other group will act as the newly qualified nurses. Your teacher will take on the role of a particularly difficult nurse, who will ask you lots of questions about your strategies. This will lead to a discussion about how you intend to implement your strategies for M2.)

And as future nurses, we hold a promise to being attentive students and must be open to continuous learning. We must be open to learning new skills, properly assessing the patients under our care, use of therapeutic communication skills, application of critical thinking and evaluating our performances with the patient with the guidance of the clinical instructor.

As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge.

i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural. In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners.

Leaders are not merely those who control others, but act as visionaries who help employees to plan, lead, control, and organize their activities. As states by (Hood, Leddy, & Pepper, 2006), “leadership is a complex term with multiple definitions but is normally defined as a process of influencing others or guiding or directing others to attain mutually agreed upon goals” (as cited by Agnes, 2005). There are several recognized leadership styles such as bureaucratic — where the leader rigidly follows rules, policies, and regulation; or participative — where the leader allows the staff to participate in decision making and seek the

The characteristics of my job will require focusing on the advantages and the disadvantages of one-to-one instruction and that of demonstration and return demonstration. Group discussions, team-based learning, cooperative learning, and seminars are instructional areas for which I can recommend my patients to attend. One-on-one instruction allows the exchange of information between the nurse and patient with regards to the characteristics of the patient, behavioral objectives, educator skills, and selection of appropriate teaching material (Bastable, 2014, p. 509). The communication skills are vital for nursing to create a relationship with the patient that would create an environment conducive to teach. Demonstration and return demonstration allows a nurse to show how to perform particular skills and evaluate the reacceptance of the skill by observing the patient perform it with minimal assistance (Bastable, 2014, p. 483). These instructional methods are stretched out over the course of the patient’s stay and are not the sole focus of teaching only at discharge. I take advantage of teaching moments throughout the shift to help plan for an effective final discharge instructions. This hand on approach allows teaching moments to have a positive affect on clients when presented with written material and information upon

Although teaching may be done first, last, or in the middle of patient care, teaching is a very important part of the nursing process. Teaching is important for the patient and family to understand the importance of their care, and it allows them to make an informed decision on the care they receive. To appropriately teach a patient we must look at the patient’s background, make a nursing diagnosis, develop behavioral objectives, outline the teaching plan, and evaluate the teaching’s effectiveness.

The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).

No teachers are similar as well as no students learn in the same way. Every teacher has their own unique teaching style which is based on their educational philosophy, their classroom’s demographic, what subject area they teach, and the school’s mission statement. Up until now, teachers are looking for a system that will engage students in the educational process and will develop the students’ critical thinking skills. Moreover, teachers want the classroom to be in order and in control, but they also want their students to appreciate the learning procedure. These teaching styles can be divided into two approaches – the teacher-centered and learner-centered.

I am not new to the role of nurse or educator, but to the role of nursing educator. My motivation to teach future generations of nurses prompted my transition from a clinical nurse to an academic nurse educator. My interest in teaching comes from my own positive experiences as an undergraduate student and from a love of learning. My educational philosophy is a work in progress as I continue to grow as a nurse, educator, and scholar of nursing education. As a novice nursing educator today, I plan on progressing to the path of an expert. The purpose of this paper is to express my educational philosophy in terms of teaching and learning, teaching and learning strategies, student learning goals, and the learning environment.