Nursing education incorporates numerous innovations and strategies that facilitate student learning. Instructors are obliged to employ student-centred teaching strategies. The use of humor in the classroom and the clinical context has been highlighted in this research as one of the many methods employed by nurse educators to foster learning. Clinical educators also play a crucial role in nursing students’ competence by helping them connect classroom theory and real-world practice. The many methods employed by clinical educators to improve education have been examined at length in this paper. It brings to light the many ways in which clinical educators may either improve or hinder their students’ learning.
Provide an example of how humor can be used to enhance learning in nursing education (either to patients, staff, or students).
Humor entails the ability to make other people laugh and smile in response to various experiences or circumstances. A sense of humor is a crucial skill for nursing educators. It is useful for interacting with students, coworkers, and patients in diverse settings (Chan, 2013). Many nursing students utilize humor and lightheartedness to cope with learning challenges. Jokes, humorous anecdotes, riddles, puns, games, and other comedic techniques are all used to lighten the mood in the classroom. During the class sessions, students can ask the instructor any pressing questions.
One of the significant examples of humor that nursing educators can utilize is joking about the current situation of the nursing profession. As a result, stress will be relieved via laughter, and the student’s bond with the teacher will strengthen (Baid & Lambert, 2015). Besides, using a humorous tone encourages open dialogue between the instructor and the students. Thus, humor may be an effective tool for enhancing learning when used appropriately and in a timely manner. However, it needs to be moderate so that students maintain sight of the core learning objectives.
On the other hand, using classroom games and other entertaining activities is an excellent illustration of the use of humor in the classroom. Such active learning sessions allow educators to diversify their teaching strategies beyond the standard, lecture-based approach. Thus, whether the lesson being taught is easy or difficult, this strategy enables students to grasp the concepts easily.
Lastly, instructors in the field of nursing might even use cutting-edge technological devices in the classroom to spice things up and add some much-needed humor (Baid & Lambert, 2015). For instance, using PowerPoint to show films, photographs, documentaries, hilarious jokes, quotations, etc., makes creating engaging, interactive classroom exercises easier. It enables students to remember what they have learned and retain the information better. In this case, it is essential to note that students have a more positive impression of their nursing instructors when they employ humor in the classroom. When nursing educators incorporate a sense of humor into the curriculum, students learn more and develop absolute comfort and trust in their instructors.
Observe a clinical nurse educator or preceptor. What strategies do they use that enhance student learning? What do they do that obstructs student learning?
A nursing educator should employ various strategies to ensure the students obtain significant knowledge and practice applicable to real-life situations. One of the approaches is using practical experiments and scenarios to instil a critical understanding. Educators in clinical settings have the unique opportunity to show students how to perform various medical practices ranging from wound care, medicine administration, and disease prevention (Forbes et al., 2016). Students or nurses will be expected to participate in and perform operations under the supervision of the clinical educator once the educator has demonstrated the proper sequence for doing so.
Another significant strategy is the utilization of technological innovations like videos. For instance, a projector can be used to show students how to execute a given operation or collect patient data systematically. Students have a more comprehensive knowledge of the material because of the video’s ability to engage all of their senses simultaneously (Hultquist, 2016). The clinical educator can show the nurses how to prepare a bed or dress a wound using the video. In nursing, it is essential to follow the correct order of procedures.
The final strategy entails overseeing, coaching, advising, and mentoring nursing students or staff members. When students or interns are executing a task for the first time, they benefit from having someone coach or supervise them. Clinical educators, for instance, have to help students overcome their nerves and play to their strengths when performing challenging tasks like catheter insertion for the first time (Forbes et al., 2016). When the student is ready, he or she will be able to do the process without supervision.
Apart from utilizing essential strategies for enhancing student education, some nursing educators tend to employ strategies that obstruct the learning process. For instance, there may be a learning breach if nurse educators are not well prepared, are unable to incorporate technological advances into their lessons, if they over-supervise their students, or if clinical they fail to keep up with the latest evidence-based information. It is possible that students’ learning will be hindered because their teachers lack the technological proficiency needed to effectively utilize the many tools at their disposal (Forbes et al., 2016). Besides, since students may prefer to learn on their own time, an educator’s tendency to micromanage their moves is detrimental to their learning.
Describe a situation in which an educator used a creative or innovative approach to promote an understanding of an idea or concept.
The success of a nursing educator depends heavily on his or her ability to employ innovative teaching methods. Some outstanding strategies include video presentations, case studies, analogies, and student group discussions (DeSchryver & Yadav, 2015). For instance, educators in the field of nursing who specialize in anatomy or pathophysiology may use class discussions to better explain complex concepts to their students.
On the other hand, it is common practice for educators to break students into groups of 6-10 when covering topics like the pathophysiology of asthma. The students will delve into asthma by learning as much as possible through independent study, class discussions, and readings. To ensure that all students have understood the material, the educator will cover it quickly after the conversation and then administer a series of tests to check for comprehension. It is important to remember that conversations can take place in person or via various internet mediums.
Another innovative method of instruction that has proven effective in nursing education is the incorporation of new technologies into the learning process. Nurse education seminars typically involve the use of a projector and a computer. For instance, the nurse instructor could choose to use the classroom projector and other presentation tools, such as PowerPoint, during the mental health classroom session (Chieu et al., 2018). This framework enables the educator to align theory with practice by showing students interviews featuring individuals with diverse mental health issues. In this case, the nurse educator may use a video to show the students how to take a history from a manic patient correctly.
Consider an innovation that was recently implemented in a healthcare or academic setting that you are familiar with. Using the “Process of Innovation,” describe how the innovation was introduced, from assessment through evaluation.
Currently, various technologies in the healthcare sector, such as the utilization of EHR (electronic health records) management tools, have revolutionized the provision of medical care EHR ensures patients receive quality care through effective documentation, storage, and retrieval of healthcare records (Kubbo, Jayabalan & Rana, 2016). According to Bradshaw, various steps are considered when introducing this innovative framework. Some of the significant steps are underlined below:
Identification of the Issue
Healthcare facilities traditionally relied on paper documentation and filing to keep track of their patient’s records. However, given the process, recording, filing, and retrieving patients’ records was challenging. The process was hectic and time-consuming. Those responsible for keeping the data had to sift through many files before finding the one they needed (Salerno, 2015). Moreover, many people had access to sensitive patient data due to the need for more secure storage. Besides, it is important to note that the primary motivation for switching to EHR was the fact that many files had been lost.
Assessment and Critical Analysis
The need for EHR was primarily propagated by the global proliferation of computer technology and the internet. The computers could store vast amounts of data, all of which could be quickly and easily retrieved. They were vastly superior to the filing system.
Design and Development
During its initial development in 1972, the world’s first computerized medical record system encountered many difficulties in developing its design (Salerno, 2015). It was prohibitively expensive, and hospitals and clinics lacked basic infrastructure like reliable internet access and power supply (Salerno, 2015). However, laptops and desktop PCs grew cheaper and more widely available, and internet connection rapidly expanded to every corner of the globe.
Experimentation and Dissemination
After a series of experimentations, numerous healthcare facilities adopted the EHR systems, and the federal government enacted a number of statutes meant to regulate the use of electronic health data. Later, the federal government enacted sanctions to encourage healthcare providers to switch to an EHR system.
Evaluation
Since its inception, there has been an annual assessment of the EHR system to obtain useful feedback for enhancements. The positive responses from numerous healthcare institutions show how beneficial the system is to the healthcare industry (Salerno, 2015). The reason is that it has improved the coordination of care among diverse healthcare providers, hence decreasing medical errors that result in unnecessary deaths and expenses.
Concussion
In nursing, both the classroom and the clinical setting play important roles in the educational process. This necessitates the incorporation of new methods of instruction and tools available to modern-day nurse educators. Due to the rigorous nature of the nursing curriculum, instructors often resort to using comedy and other innovative teaching strategies to keep their classes interesting and guarantee effective dissemination of knowledge and skills. Besides, given the widespread use of personal computers and the internet, healthcare technology and education have advanced significantly.
References
Baid, H., & Lambert, N. (2015). Enjoyable learning: the role of humour, games, and fun activities in nursing and midwifery education. Nurse Education Today, 30(6), 548-552.
Chan, Z. C. (2013). A systematic review of creative thinking/creativity in nursing education. Nurse Education Today, 33(11), 1382-1387.
Chieu, V. M., Kosko, K. W., & Herbst, P. G. (2015). An analysis of evaluative comments in teachers’ online discussions of representations of practice. Journal of Teacher Education, 66(1), 35-50.
DeSchryver, M. D., & Yadav, A. (2015). Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. Journal of Technology and Teacher Education, 23(3), 411-431.
Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., … & Simbag, V. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse education today, 42, 53-56.
Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers.
Kubbo, M., Jayabalan, M., & Rana, M. E. (2016, September). Privacy and Security Challenges in Cloud Based Electronic Health Record: Towards Access Control Model. In The Third International Conference on Digital Security and Forensics (DigitalSec2016) (p. 113).
Salerno, M. S., de Vasconcelos Gomes, L. A., da Silva, D. O., Bagno, R. B., & Freitas, S. L. T. U. (2015). Innovation processes: Which process for which project? Technovation, 35, 59- 70.
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