Best Practice Teaching Strategies Essay Paper

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An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective teaching strategies allow students to collaborate with peers and participate in higher order thinking. Best Practice Teaching Strategies Essay Paper

The purpose of this assignment is to compile an annotated bibliography of teaching strategies within your practicum setting.

Provide a 10-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:
1.Description of the teaching strategy and its application to your practicum topic.
2.Description of the relevancy and accuracy of the source.
3.Description of the quality of the source.

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. Refer to the Lopes Write Technical Support articles for assistance.

Best Practice Teaching Strategies

Kim, J., Park, J. H., & Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC medical education, 16, 152. https://doi.org/10.1186/s12909-016-0672-7.

The article covers simulation as a teaching strategy. Simulation teaching strategy in nursing includes various activities that use patient stimulators that include devices, real-life virtual environments, trained individuals, and role-playing. A simulation would be applicable in helping the learners understand the practicum topic by teaching them to develop non-technical skills and practice situations taught in the practicum topic. The simulation will facilitate immediate feedback, personalized learning, repetitive practice learning, and can be adapted to diverse kinds of learning (Kim et al., 2016).

The source is relevant because it provides information about simulation a clinical education strategy that allows nursing students to practice their decision-making and clinical skills using various lifelike situational experiences.

The source is accurate and the quality of information is high because the information is supported by previous studies. The study is also meta-analytical. Meta-analysis studies analyze multiple studies and this increases the validity and reliability of the information.

Haukedal, T. A., Reierson, I. Å., Hedeman, H., & Bjørk, I. T. (2018). The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study. Nursing research and practice, 2018.

According to the article Haukedal et al (2018), simulation learning is an effective teaching strategy used in teaching nursing students about knowledge and skills allied to patient deterioration. The study thus examined how simulation teaching strategy helps learners acquire theoretical knowledge regarding the pathophysiology, symptoms, and nursing actions when treating a patient. The study applies to the practicum topic as it will help students acquire theoretical knowledge and practice the acquired knowledge through simulation activities. Best Practice Teaching Strategies Essay Paper

The source is relevant and accurate as it tackles simulation learning which is an important teaching strategy for nursing students. In addition, the source is peer-reviewed, the data is supported by previous studies, and it is a quasi-experimental design and thus evaluated simulation teaching strategy as an intervention.

The quality of the study is high because the instrument used to collect data in the study is valid and reliable. Additionally, the data was collected from an adequate sample and this improves the reliability and validity of the study’s findings.

Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A. C., Stormacq, C., & Gerson, L. (2018). Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review. Nurse education today, 60, 67-74.

The article covers problem-based learning a teaching strategy used to promote critical thinking among learners. Learners attempt to solve unfamiliar problems and learn different concepts through critical thinking (Wosinski et al., 2018). The teaching strategy applies to the practicum topic as learners will gain the concepts in the topic through critical thinking.

The source is relevant because it covers a teaching strategy (problem-solving) that helps nursing students develop clinical skills through collaboration and critical thinking skills (Wosinski et al., 2018). The source is accurate as it is a peer-reviewed article and synthesizes evidence from multiple sources. Best Practice Teaching Strategies Essay Paper

The quality of the study is good and the findings are reliable. This is because it is a systematic review and thus the best available evidence was identified and synthesized. The quality of the studies used in the systematic review was critically appraised to ensure only quality studies were included in the systematic review.

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 172.

The study sought to investigate and explore various teaching strategies used to improve skills and knowledge in evidence-based practice for nursing students. The studies reviewed teaching strategies such as interactive lectures, problem-based learning, small group work, reflection, and transformative learning (Horntvedt et al., 2018). The teaching strategies in the article are applicable in the practicum topic as teaching strategies like interactive lectures and problem-based learning strategies will be used to equip learners with a variety of nursing skills.

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The source is relevant and accurate as it provides various teaching strategies that are useful in teaching nursing students. The accuracy of the source is supported by the use of multiple previous studies that are reliable. The quality of the source is also high because all the included studies were critically reviewed using the CASP tool (Horntvedt et al., 2018). In addition, an inclusion criterion was used to ensure only the high-quality studies were included for review.

Sheikhaboumasoudi, R., Bagheri, M., Hosseini, S. A., Ashouri, E., & Elahi, N. (2018). Improving Nursing Students’ Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods. Iranian journal of nursing and midwifery research, 23(3), 217–221. https://doi.org/10.4103/ijnmr.IJNMR_79_17.

The study sought to examine the effect of blended learning when teaching nursing students where traditional learning techniques like interactive lecturers are combined with e-learning techniques like interactive online resources to improve the clinical skills of the nursing students (Sheikhaboumasoudi et al., 2018). The teaching strategies are applicable in the practicum topic because both interactive lectures and interactive online resources can be useful in guiding learners through the components of the practicum topic.

The information in the article is relevant as the teaching strategies are widely used in teaching nursing students. Moreover, the source is accurate as the findings of the post-test experimental study were verified using the appropriate quality and reliability tools. The quality of the source is dependable because the reliability of the results was examined using Cronbach’s alpha and equivalence method (Sheikhaboumasoudi et al., 2018). This ensures that the findings from this study are not only reliable but also viable and thus ensures the quality of the findings.

Bristol, T., Hagler, D., McMillian-Bohler, J., Wermers, R., Hatch, D., & Oermann, M. H. (2019). Nurse educators’ use of lecture and active learning. Teaching and Learning in Nursing, 14(2), 94-96.

The article covers active learning as a teaching strategy. Active learning refers to the use of learning activities to engage learners. Through active learning, learners are encouraged to think deeply regarding what they are doing. Active learning has been shown to promote critical thinking skills and teaching strategies like role-playing, peer teaching, and case studies are used and therefore it is applicable in the practicum topic (Bristol et al., 2019).

The source is relevant as it covers the teaching strategies that promote critical thinking among nursing students. Critical thinking skills are very vital in nursing practice as they are needed in making clinical decisions (Bristol et al., 2019).

The source is of high quality because the study’s findings are supported by reliable previous studies. The data in the study was collected using reliable data collection tools and large sample size was used further increasing the reliability of the findings of the study.

dos Santos Martins Peixoto, N. M., & dos Santos Martins Peixoto, T. A. (2016). Reflective practice among nursing students in clinical teaching. Revista de Enfermagem Referência, 4(11).

The article covers reflective learning as a teaching strategy. Reflection teaching strategy entails students thinking and reflecting about the learned materials and content, and making meaning out of it (dos Santos et al., 2016). The strategy is applicable in the practicum topic as it will allow learners to reflect on the taught content about the topic and identify any knowledge gaps. Best Practice Teaching Strategies Essay Paper

The source is relevant and accurate because reflection is a useful teaching strategy in nursing as it helps nursing students to learn by fostering memory and critical thinking. The findings of the study are supported by numerous previous studies.

The source is of high quality because all the studies included in the integrative review were critically reviewed using the Joanna Briggs Institute methodology and PRISMA to ensure only high-quality studies were included (dos Santos et al., 2016). This increased the reliability of the findings and thus ensured the quality of the study’s findings.

Albinsson, G., Elmqvist, C., & Hörberg, U. (2019). Nursing students’ and lecturers’ experiences of learning at a university-based nursing student-run health clinic. Reflective Practice, 20(4), 423-436.

The study sought to explore the learning at a health clinic used as a learning institution by nursing students. The main teaching strategy in the article is reflective learning where students were encouraged basing on the tactical clinical problems to facilitate learning (Albinsson et al., 2019). The strategy is applicable in the practicum topic as it will allow learners to reflect on the taught content about the topic, identify any knowledge gaps, and synthesize the learned information.

The source is relevant and accurate because reflection as the findings of the study are supported by numerous previous studies. Additionally, the information in the study is supported by numerous previous studies to authenticate the findings.

The study is of high quality because the qualitative methodology allowed exploration of the students’ and lecturers’ experiences about learning. This ensured that the primary data was collecting ensuring the validity of the data used in the study. Moreover, reliable data collection techniques were used in the study.

Jackson, D., Hickman, L. D., Power, T., Disler, R., Potgieter, I., Deek, H., & Davidson, P. M. (2014). Small group learning: Graduate health students’ views of challenges and benefits. Contemporary Nurse, 48(1), 117-128.

The article addresses small group learning as a teaching strategy. During small group learning, small groups are formed among learners and then the learners discuss and analyze the study topics. Learning in small groups helps students to learn collaboratively and to negotiate with their peers during learning (Jackson et al., 2014). The teaching strategy is applicable in the practicum topic as learners will form small groups to discuss the study topic and negotiate the learning outcomes with each other.

The study is relevant as small group learning is an effective teaching strategy because it allows learners to interact with each other, share knowledge, and help each other in addressing the gap knowledge amongst themselves.

The data was collected using a multidisciplinary cohort of health-care further improving the quality of the data (Jackson et al., 2014). Moreover, the study has reviewed so many previous studies as this increases the accuracy and reliability of the study findings and thus ensures that the study is of high quality.

Peery, A. I. (2015). Use of the Unfolding Case Study in Teaching Nurse Educator Master of Science in Nursing Students. Journal of Nursing Education, 54(3), 180-180.

The study sought to examine the use of the case study as a teaching strategy among nursing students. In case-study teaching strategy, learners are presented with real-world scenarios and they use their critical thinking skills to deconstruct the case study and find answers to the presented questions (Peery, 2015). The teaching strategy is applicable in the practicum topic because students can be presented with a case study related to the study topic and then they can use critical thinking to analyze the case study.

The study is relevant as the use of case studies in teaching nursing students has been shown to promote critical thinking skills. Moreover, previous studies have been used to support the author’s argument and proposals and this improves the reliability and validity of the study and also demonstrates the accuracy of the study findings. However, the study is relatively brief and this may compromise the quality of the study’s findings.

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