Week 4 Discussion 2 Implementing Teaching Strategies with Learning Theories
Week 4 Discussion 2 Implementing Teaching Strategies with Learning Theories
Implementing Teaching Strategies with Learning Theories
Effective nursing requires skilled practitioners and knowledgeable patients who can make informed decisions. In nursing education and clinical practice, education improves literacy and enables learners to make wise health decisions (Fereidouni et al., 2019). Generally, outcomes vary with the approaches that educators use for instruction, engagement, and evaluation. Understanding how to implement teaching strategies with learning theories to engage students or patients in a clinical experience is a foundation of comprehensive learning.
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A nurse educator and other healthcare practitioners teaching patients can combine teaching methods and theoretical principles that maximize learning to promote engagement. For instance, the teach-back method obliges educators to ask learners (patients) to explain the taught concepts according to how they understood them (Talevski et al., 2020). The method promotes information recall and practical application. To improve the learning experience, the educator can integrate the principles of constructivism to enable patients to connect concepts. The fundamental principle of constructivism is new knowledge formation based on past experiences (Brau, 2020). The approach can work effectively where the instructor patronizes learning, particularly in a lesson about lifestyle changes.
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A suitable experience is an education session with diabetic patients. Such a session usually teaches patients about the risk factors, available support, and healthy living strategies. To implement the teach-back method, the nurse asks patients to explain key concepts and how they will execute them to achieve healthy living. As this happens, constructivism principles are integrated into the education session using relevant examples from patients’ current and past experiences. Verifying patients’ understanding by asking questions and using appropriate real-life examples improves engagement. Eventually, attention and participation are high, enabling patients to understand concepts and be ready to implement them independently.
References
Brau, B. (2020). Constructivism. EdTech Books. https://edtechbooks.org/studentguide/constructivism
Fereidouni, Z., Sarvestani, R. S., Hariri, G., Kuhpaye, S. A., Amirkhani, M., & Kalyani, M. N. (2019). Moving into action: the master key to patient education. The Journal of Nursing Research, 27(1), 1: pe6. doi: 10.1097/jnr.0000000000000280
Talevski, J., Wong Shee, A., Rasmussen, B., Kemp, G., & Beauchamp, A. (2020). Teach-back: A systematic review of implementation and impacts. PloS One, 15(4), e0231350. https://doi.org/10.1371%2Fjournal.pone.0231350
How could you implement teaching strategies with learning theories to engage students or patients about a clinical experience in a didactic or online classroom? Include an experience from your current clinical practicum, if applicable.
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