A Measure to Evaluate Classroom Teaching Practices in Nursing

Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine

doi:10.5480/11-535.1

Cited by 9 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[6] Evidence for what and how we teach must be based on learning outcomes from pedagogical strategies. [3] Contextual instruction uses a case-based approach where information is meaningful for the learner and placed in-context to situations and the environment. [7] Following a constructivist approach, this strategy links information promoting schema formation.…”

Section: Contextual Instructionmentioning

confidence: 99%

“…[9] Case-based instructional practices using high-fidelity simulation and student directed learning activities has shown effectiveness in thinking disposition. [1,3,5] Kantar [7] found the use of contextual instruction in the classroom heighted student's understanding of real practice and professional formation. Contextual instruction as applied to lifelike situations in simulation has been shown to promote necessary critical thinking skills while providing a mechanism for linking classroom content with the clinical environment.…”

Section: Contextual Instructionmentioning

confidence: 99%

“…Curriculum revision and a call for innovative pedagogy in the classroom to produce competent and qualified nurses is not new. [1][2][3] This shift in educational pedagogy is needed to support teaching and learning practices that prepare nursing students for the complex health environment they will enter upon graduation. [2,4,5] Nursing education has evolved from a medical and disease focused teaching model, to concepts that are central to instruction.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching toward contextual instruction in the classroom

Stanley

2020

JNEP

View full text Add to dashboard Cite

Background and purpose: As instructors look for ways to incorporate necessary nursing concepts that address a myriad of student learning outcomes, educational practices must shift from decontextualized instruction to teaching toward salience. The purpose of this teaching strategy was to provide context to classroom instruction and integrate clinical practice with theory. As such, a pedagogical approach for contextual instruction in the classroom is presented.Methods: Contextual instructional strategies that bring clinical experiences into the classroom was presented showing the possibilities for classroom context in education allowing for students to have a deeper understanding of course concepts and topics where context to action was applied.Results: Using contextual teaching in the classroom allows students to be engaged in active inquiry where actions and decisions regarding care become “the lecture”.Conclusions: Contextual pedagogical instruction through the use of clinical experiences encourages instructional practices that motivate students and provide relevance for what they are learning.

show abstract

Section: Contextual Instructionmentioning

confidence: 99%

Section: Contextual Instructionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching toward contextual instruction in the classroom

Stanley

2020

JNEP

View full text Add to dashboard Cite

show abstract

“…Teaching practice is an essential component of nurse education as it creates a perfect simulation practicum setting that encompasses th e promotion of cultural diversity. Teaching is a rich and rewarding pursuit for nurses looking to share their clinical expertise with those entering the profession or nurses returning to practice with advanced preparation (Herinckx, Munkvold, Winter, & Tanner, 2014). One of the strongest motivators to teach is that teaching provides an opportunity to influence student success and shape the next generation of nurses.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Teaching practice experiences of nursing students: a comparison between direct entry and generic students of department of nursing science, University of Calabar

Mgbekem¹,

Duke²,

Oyira³

et al. 2016

Gl Jnl Educ Res

View full text Add to dashboard Cite

An essential part of the nurse education programs is to facilitate the linking of theory to practice. Teaching practice experiences of nursing student provide greater insight to develop effective classroom and clinical teaching strategies in nursing. This paper described teaching practice experiences of nursing students, expectations and benefits for effective learning. The study simulated the complexities of life in a typical classroom that facilitates learning characterized by an acceptance of responsibility and clinical decision making in nursing practice using a mixed research design. A structured questionnaire was used to elicit information from 0ne hundred and fifteen (115) students, 38 direct entry and 77 generic fourth year students while ten students (five direct and five generic) participated in the focused group discussion (FGD). Descriptive data were analyzed using SPSS vision 18 to obtain frequencies, percentages mean and standard deviation and chi square findings. The FGD based on their categories were divided into two groups. The data collected was analyzed by coding and categorizing the themes that emerged. Quantitative analysis revealed significant (**p<0.001) chi square rejecting the null hypotheses at 0.05 with probabilities less than 0.001. This shows that nursing students' experiences, expectations and benefits are significantly derived from teaching practice although contingent on the mode of entry into the university (Direct entry and Generic entry). It is concluded that teaching practice is a motivating and challenging method that necessitates learning of facts, principles and procedures for effective development of decision-making skills that assist nursing students assume responsibility. It is recommended that more time be allotted for this important exercise especially for generic students.

show abstract

“…This statewide nursing consortium (SNC) sought to transform the educational environment based on an understanding of learning. Using the approach taken by the Oregon Consortium for Nursing Education (Herinckx, Munkvold, & Tanner, 2014; Munkvold, Tanner, & Herinckx, 2012; Tanner, Gubrud-Howe, & Shores, 2008), the SNC consisted of a common curriculum taught on all campuses (community college and flagship campus) for the first two years of a three-year BSN program and provided mechanisms for the seamless transfer of students to the university for the final year of the curriculum.…”

mentioning

confidence: 99%

A Statewide Consortiumʼs Adoption of a Unified Nursing Curriculum: Evaluation of the First Two Years

Tse¹,

Niederhauser²,

Steffen³

et al. 2014

Nursing Education Perspectives

View full text Add to dashboard Cite

AIM This article provides an evaluation of the first two years of implementation of a statewide nursing consortium (SNC) curriculum on nursing faculty work life, teaching productivity, and quality of education. BACKGROUND In response to the call for nursing education reform, the SNC incorporated new approaches to competency-based, student-centered learning and clinical education. METHOD Faculty and two cohorts of students were measured at three points over the first two years of the curriculum implementation. RESULTS The expected positive impact of the SNC was documented at the start of the first year, but not sustained. Students reported having more confidence in their clinical skills at the start of the first year, yet demonstrated significantly less confidence in their ability after two years. CONCLUSION Faculty indicated that the SNC allowed greater opportunity for collaboration, but that the experience did not alter their classroom performance or satisfaction beyond the first year.

show abstract

A Measure to Evaluate Classroom Teaching Practices in Nursing

Abstract: Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

Cited by 9 publications

References 10 publications

Teaching toward contextual instruction in the classroom

Teaching toward contextual instruction in the classroom

Teaching practice experiences of nursing students: a comparison between direct entry and generic students of department of nursing science, University of Calabar

A Statewide Consortiumʼs Adoption of a Unified Nursing Curriculum: Evaluation of the First Two Years

Contact Info

Product

Resources

About