Ch o o s e t h r e e p r o f e s s i o n a l o r g a n i z a t i o n s o r a g e n c i e s t h a t h a v e p u t f o r t h s t a n d a r d s o r l e g a l mandates regarding the role and responsibilities of the nurse as educator and describe the impa ct of t he se re gula t ory st a nda rds or ma nda t e s on the pre se nt a nd fut ure practice of nursing.
Nurse As Educator: Principles of Teaching and Learning for Nursing Practice book pdf
Book Club: Bastable, S. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Burlington, MA: Jones & Bartlett Learning. [link to 2nd edition]
The educational psychology researchers have examined learning from various viewpoints and their findings in explaining the learning process have led to different theories, which can be used as a guide for heading the teaching--learning processes, some thoughts, and common myths in learning.[3] Learning theories have great usability and not just in education, but also in psychology counseling, which provide the needed infrastructure. It is recommended to use learning theories, single or separated or a combination in the health professions including the nursing.[6]
This theory is applied in the nursing. Students in a clinical setting encounter a number of different points, which need different combined forces. Therefore, it is comprehensive without being overwhelming to collateralize all the forces together. Skinner conditioning theory more than to be a scientific theory of learning is a set of principles and techniques, which noted to its use in different fields for administration of the humans. Skinner looked at the final result of the behavior, except that he knew the behavior as a voluntary action, which is formed by its outcome.[3]
However, the application of behavioral theory in clinical training is especially important to nursing. Due to the Thorndike opinion, the main principles of educational providing include the clarity of objectives in education, organizing the contents from simple to complex, emphasis on the evaluation process, providing correct answers to questions, preparing the students for learning in an orderly environment, creating a disciplined environment for training, repeating the correct answer and rewarding the learners after their correct answer to the questions.[20]
Learning combined with understanding instead of mechanical repetition of excitation-response relationship needs to be consistent with previous experiences or existing knowledge in order to create new awareness. Nursing educators can use these principles in the training sessions to be seen as a whole not as a collection of discrete facts. For example, if a session is connected about the structure and function of the respiratory tract disorders such as bronchitis and the activities of daily life, the students can understand the anatomy and physiology, the disease state (bronchitis), and its effect on the patient as a whole and not as the unrelated three units. In the meantime, it is possible to use the methods for solving the problem[1]. For example, rather than to teach the students for caring of a person with bronchitis, the created disturbance within body's physiology by the disease can be described and ask the nurse to analyze the problems that may occur to the patient. By relating these factors into physiology and to the patients who previously had to take care of them, appropriate nursing care could be identified.[12]
One of the important aspects of nursing, which should be earned by a new student, is the professional role and it would be possible by allowing the students to observe professional nursing practices. The students not only observe the performance of the nurses, but also they would see the interactions between nurses, patient and other caring team members as well.[1] Therefore, their attitudes are formed regarding the practice and simultaneous skills and techniques. In the first conducted studies in 1972 by Kramer, he took the students to the clinical environments and forced them to work in that environment. However, he did not lead them directly.[9] Therefore, students had the opportunity to observe his interactions with the patients. They learned how to care the patients. Therefore, the nurses were acted as a model for him. Nursing educators should also have a similar role to play as a professional model and with their enthusiasm and interest in the nursing profession should transfer this attitude to the students and prepare them to perform their professional skills.[29]
Four teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills.
Interactive methods including interactive lectures, small group work, journal clubs, reading quizzes, clinical nurse presentations, workshops and problem-based learning are needed in teaching EBP [2, 3]. An interactive approach involves an interaction amongst the participants [3]. Effective learning reflects the quality of teaching. Learning though a constructivist approach refers to the creation of an environment in which the learner is an active participant who gains experience and engages in reflection, leading to problem-based, transformative learning [4].To engage the next generation of nurses and enhance their EBP knowledge and skills, a variety of teaching strategies have been recommended [5,6,7].
There is a dearth of literature regarding the effect of teaching and learning strategies on implementing EBP in nursing education [10, 13, 23, 24] and it is currently unclear whether implementation of EBP training leads to improved nursing practice [13].
The four themes (and subthemes within each theme) were: 1) Interactive teaching strategies (Research utilisation, Information literacy and Assignments as learning activities); 2) Interactive and clinically integrated teaching strategies (Teaching EBP principles and Clinical integration and collaborations); 3) Learning outcomes (Enhancing analytical skills and Changing attitudes toward utilising research); and 4) Barriers (Information literacy skills and knowledge and Challenging collaboration).
Course assignments were included as a part of the learning process in all evaluated studies, which included activities preparing students to use research or enhance their EBP knowledge and skills. Assignments that were integrated into clinical practice were particularly emphasised in the studies that focused on teaching EBP principles [28, 29, 31].
Mattila and Eriksson [32] outlined a learning assignment conducted during a six-week clinical practice period in which students chose topics aimed at utilising research and enhancing their competence in the clinical practice context. The clinical instructor approved a selected research article that was applicable to clinical practice and the nursing students orally presented their findings to fellow students and staff at their clinical practice placement.
A Norwegian pilot study by André et al. [28] focused on participation and cooperation in clinical research projects, which nursing students specified was a motivation for learning EBP. These students strongly appreciated working with experienced nurses on their clinical projects.
Nursing students reported learning enhanced analytical and critical thinking skills, and some of the findings were outcomes of specific assignments and teaching strategies [28,29,30, 34]. Students experienced learning outcomes and thus acknowledged the importance of research utilisation to their future clinical practice. It was emphasised in the reports that these students considered their key roles to be research consumers rather than producers [28,29,30, 32, 34]. Students also developed a greater awareness of the core role of nursing and that use of research is imperative in the nursing profession.
Nursing students reported research awareness as a learning outcome associated with information gathering and improved information literacy skills [29, 30]. Despite completing acourse, students in one study stated that they had neither a comprehensive understanding of the information literacy concept nor improved skills [33]. Computer and information literacy skills apparently vary among both lecturers and students [33, 35]. However, in several of the studies, increased awareness and understanding of research appeared to be an important learning outcome of information literacy teaching strategies for nursing students [29, 30, 32, 34].
In one study, group work was interpreted as a barrier to learning EBP [34], which demonstrated that dysfunctional group dynamics can negatively affect the learning process. In contrast, in the same study, some students reported positive teamwork experiences that were motivating and enhanced their learning process [34]. In the study by Malik et al. [31], the academic educators reported that their students loved workshops on searching databases. Some nursing students reported that their clinical practice status made it difficult to gather the information required for their assignments [29].
In the present review, three studies [28, 29, 32] focused on clinically integrated teaching strategies in particular. The relationships between the clinical practice context and health needs analysis [29] were emphasised in a six-week clinical practice assignment, using oral presentation as a learning activity [32] and participation in clinical research projects [28].
Phillips and Cullen [13] observed that development of EBP skills for RN-to-BSN students was influenced by exposure to educational partnerships, contextual teaching and learning, and clinical practice experience. However, the findings from a Norwegian study in physiotherapy students reported a lack of both EBP culture and role models in their clinical practice [41]. 2ff7e9595c
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