Teaching students to teach patients: A theory-guided approach

Nurses in every setting provide patient teaching on a routine basis, often several times a day. Patient teaching skills are essential competencies to be developed during pre-licensure nursing education. While students learn what to teach for specific conditions, they often lack competence in how to teach in ways that individualize and optimize patient learning. The ultimate goal of patient teaching is to arm patients with the knowledge and skills, and the desire and confidence in their ability to reach their targeted health outcomes. We describe the creation of a theoretical framework to guide development of patient teaching skills. The framework, rooted in the contemporary health care values of patient-centered care, is a synthesis of four evidence-based approaches to patient teaching: patient engagement, motivational interviewing, adult learning theory, and teach-back method. Specific patient teaching skills, derived from each of the approaches, are applied within the context of discharge teaching, an important nursing practice linked to patient outcomes. This exemplar emphasizes the use of critical teaching process skills and targeted informational content. An online student learning module based on the theoretical framework and combined with simulation experiences provides the nurse educator with one strategy for use with nursing students. The theoretical framework has applicability for skill development during pre-licensure education and skill refinement for nurses in clinical practice

Measuring the Effects of a Research-Based Field Experience on Undergraduates and K-12 Teachers

During the summer of 1999, a new type of field course was taught in five of eastern Utah's National Parks and Monuments. It targeted a combination of university undergraduates and K-12 teachers, emphasized development of participants' problem-solving skills, and assessed the effectiveness of several non-traditional teaching methods. The course's primary goal was to teach participants to develop and test their own ideas. The course was also designed to help participants learn to use tools and methods employed by research scientists. A mix of undergraduates and teachers was targeted so that the course could be used to introduce undergraduates to the concept of teaching as a career. Assessments of the course's effectiveness were made on the basis of the achievements of stated outcomes, and by pre-course and post-course testing. Educational levels: Graduate or professional

Pediatric Nurses\u27 Perspectives on Medication Teaching in a Children\u27s Hospital

Purpose To explore inpatient pediatric nurses\u27 current experiences and perspectives on medication teaching. Design and Methods A descriptive qualitative study was conducted at a Midwest pediatric hospital. Using convenience sampling, 26 nurses participated in six focus groups. Data were analyzed in an iterative group coding process. Results Three themes emerged. 1) Medication teaching is an opportunity. 2) Medication teaching is challenging. Nurses experienced structural and process challenges to deliver medication teaching. Structural challenges included the physical hospital environment, electronic health record, and institutional discharge workflow while process challenges included knowledge, relationships and interactions with caregivers, and available resources. 3) Medication teaching is amenable to improvement. Conclusion Effective medication teaching with caregivers is critical to ensure safe, quality care for children after discharge. Nursing teaching practices have not changed, despite advances in technology and major changes in hospital care. Nurses face many challenges to conduct effective medication teaching. Improving current teaching practices is imperative in order to provide the best and safest care. Practice Implications This study generated knowledge regarding pediatric nurses\u27 teaching practices, values and beliefs that influence teaching, barriers, and ideas for how to improve medication teaching. Results will guide the development of targeted interventions to promote successful medication teaching practices

From research to practice: The case of mathematical reasoning

Mathematical proficiency is a key goal of the Australian Mathematics curriculum. However, international assessments of mathematical literacy suggest that mathematical reasoning and problem solving are areas of difficulty for Australian students. Given the efficacy of teaching informed by quality assessment data, a recent study focused on the development of evidence-based Learning Progressions for Algebraic, Spatial and Statistical Reasoning that can be used to identify where students are in their learning and where they need to go to next. Importantly, they can also be used to generate targeted teaching advice and activities to help teachers progress student learning. This paper explores the processes involved in taking the research to practice

Phenomenological study: bilingual teaching classroom of Malaysian community colleges

The study of bilingual teaching classroom of Malaysian community colleges was designed for developing a brand new environment of teaching in a classroom. It was also to find the main factors that lead to this crucial phenomenon of bilingual classroom. This study has never been conducted among the academicians of community colleges and this is the first study invented by the researcher in order to help in creating new environment of teaching in a bilingual classroom and also to equip learners with good command of English language as to produce trainers who are proficient in the language. The targeted respondents of this study were several course content instructors from several different programs of Malaysian community colleges. Students from semester four undertaking certificate courses from various disciplines of studies were also involved in this research. Non-structured interviews, non-participant observation and note taking were the methods used in this research. The result indicates various answers given by the respondents from the interviews. The needs of the language for each classroom are highly depend on the teachers’ competencies of the language used instead of the learners’ needs. In a nutshell, the bilingual teaching classroom of community colleges can be evaded by practicing better approaches and methods in teaching

Phenomenological study: bilingual teaching classroom of Malaysian community colleges

The study of bilingual teaching classroom of Malaysian community colleges was designed for developing a brand new environment of teaching in a classroom. It was also to find the main factors that lead to this crucial phenomenon of bilingual classroom. This study has never been conducted among the academicians of community colleges and this is the first study invented by the researcher in order to help in creating new environment of teaching in a bilingual classroom and also to equip learners with good command of English language as to produce trainers who are proficient in the language. The targeted respondents of this study were several course content instructors from several different programs of Malaysian community colleges. Students from semester four undertaking certificate courses from various disciplines of studies were also involved in this research. Non-structured interviews, non-participant observation and note taking were the methods used in this research. The result indicates various answers given by the respondents from the interviews. The needs of the language for each classroom are highly depend on the teachers’ competencies of the language used instead of the learners’ needs. In a nutshell, the bilingual teaching classroom of community colleges can be evaded by practicing better approaches and methods in teaching

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

Improving Primo Usability and Teachability with Help from the Users

In the aftermath of a consortium migration to a shared cloud-based resource management and discovery system, a small college library implemented a web usability test to uncover the kinds of difficulties students had with the new interface. Lessons learned from this study led to targeted changes, which simplified aspects of searching, but also enhanced the librarians’ ability to teach more effectively. The authors discuss the testing methods, results, and teaching opportunities, both realized and potential, which arose from implementing changes

On the Presence of Green and Sustainable Software Engineering in Higher Education Curricula

Nowadays, software is pervasive in our everyday lives. Its sustainability and environmental impact have become major factors to be considered in the development of software systems. Millennials-the newer generation of university students-are particularly keen to learn about and contribute to a more sustainable and green society. The need for training on green and sustainable topics in software engineering has been reflected in a number of recent studies. The goal of this paper is to get a first understanding of what is the current state of teaching sustainability in the software engineering community, what are the motivations behind the current state of teaching, and what can be done to improve it. To this end, we report the findings from a targeted survey of 33 academics on the presence of green and sustainable software engineering in higher education. The major findings from the collected data suggest that sustainability is under-represented in the curricula, while the current focus of teaching is on energy efficiency delivered through a fact-based approach. The reasons vary from lack of awareness, teaching material and suitable technologies, to the high effort required to teach sustainability. Finally, we provide recommendations for educators willing to teach sustainability in software engineering that can help to suit millennial students needs.Comment: The paper will be presented at the 1st International Workshop on Software Engineering Curricula for Millennials (SECM2017