Evidence-Based Strategies Assignment Paper

Evidence-Based Strategies Assignment Paper

Evidence-Based Strategies Assignment Paper

            Research shows that the adoption of the most appropriate evidence-based teaching strategies by educators normally has a positive impact on the students’ outcomes. Given the exponential growth of knowledge over the years, additional curriculum that promotes teacher-centered and linear thinking pedagogies have been developed (Manalo et al., 2021). Traditionally, most educational strategies have been organized in a linear format, that is based on the conventional pedagogies where the learning outcome and competency-based strategies are shared. However, past practices and conventional pedagogies are no longer effective enough in meeting the demands of the current practice, hence calling for the transformation of nursing education. In this discussion, several articles have been reviewed to determine the most effective evidence-based teaching strategy for hemodialysis training.

ORDER A PLAGIARISM-FREE PAPER HERE ON;Evidence-Based Strategies Assignment Paper

Reviewed Articles

Shaikh, S. A. (2022). A Comparative Study on the Efficacy of Two Teaching Strategies on the care of client with Hemodialysis in terms of Knowledge among the students of selected schools of Nursing, Belgaum District. Karnataka. Asian Journal of Nursing Education and Research, 12(2), 187–190. https://doi.org/10.52711/2349-2996.2022.00037

The author, Shaikh (2022) conducted a study in nursing schools for students to be educated on the best approaches to care for clients with hemodialysis. One of the aims of the study was to prepare and administer appropriate teaching strategies such as lecture method learning and computer-assisted learning. The outcome of the two teaching strategies was then compared based on the knowledge gained. Based on the study findings, both two methods revealed effective outcomes. However, computer-assisted learning was more effective in promoting student knowledge in caring for patients with hemodialysis. As such, the application of this teaching strategy for my practicum on hemodialysis training can help promote learner outcomes.

The article is clinically relevant and relates to my study’s aim of determining appropriate evidence-based teaching strategies that can be utilized in promoting hemodialysis training. It also displays high accuracy levels as the author who is a Professor and HOD, Department of Medical-Surgical Nursing, Al-Ameen Fathima College of Nursing, utilized structured questionnaires to collect first-hand information from actual nursing students. The quality of this article is also high as a total of 70 peer-reviewed articles most of which have been published in medical journals were utilized in this article.

Brown Tyo, M., & McCurry, M. K. (2019). An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education. Nursing Education Perspectives, 40(1), 11–17. https://doi.org/10.1097/01.nep.0000000000000375

            In this article, the authors, Brown and McCurry (2019) conducted a study focusing on exploring teaching strategies that can be used in promoting clinical reasoning in nursing education and determining the effectiveness based on the outcomes. The study findings revealed that evidence-based strategies such as thinking aloud, and case studies with simulation promote student satisfaction, engagement, and perception. Case studies with simulation can be utilized in promoting appropriate skills and knowledge in hemodialysis care.

            The study is relevant to my study topic as it provides evidence of the use of simulation in promoting nursing education. The accuracy of the information provided was determined based on the authors, country of origin, publication year, research methodology, and sampling method. Outcome measures, and credibility of the results. 43 peer-reviewed studies were utilized for eligibility whereas only 37 articles met the inclusion criteria for the study. The quality of data was determined using a research review instrument from  Robbin and Asselin 2015, which contains 9 items.

Manalo, T. A., Higgins, M. I., Pettitt-Schieber, B., Pettitt, B. J., Mehta, A., & Hartsell, L. M. (2021). A Strategy for Undergraduate Medical Education in Urology During the COVID-19 Pandemic. Journal of Surgical Education, 78(3), 746–750. https://doi.org/10.1016/j.jsurg.2020.09.011

            The article by Manalo et al. (2021) provides a framework for virtual education for medical students during the Covid-19 pandemic, with appropriate strategies for teaching clinical concepts important to surgical and urology specialists. The study findings provide evidence supporting the use of interactive lectures, faculty-protected surgical videos, and case-based exercises in clinical knowledge and skills surrounding common urologic conditions. For my practicum topic, the use of interactive lectures and case-based exercises seems to be more effective in promoting hemodialysis training.

            The study is relevant to my topic as it provides appropriate educational strategies for urology students appropriate for the Covid-19 pandemic period. The accuracy of the study is demonstrated by the use of a short virtual urology course which only took 1 week, with 9 students enrolled in the course. The use of few participants makes it easier to analyze the collected data with minimal risks of arithmetic errors. The use of urology residents and fourth-year medical residents in formulating and editing the examination questions for the cause, with approval by Emory University’s Institutional Review Board also supports the accuracy and quality of the information provided.

Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using? Teaching and Learning in Nursing, 13(3), 174–179. https://doi.org/10.1016/j.teln.2018.03.003

‌            Culyer et al. (2018) conducted a mixed method descriptive study to evaluate prelicensure nursing staff knowledge and being in the use of evidence-based teaching strategies to promote the transfer of knowledge from theory to practice, in addition to the potential obstacles. The study findings revealed a total of 5 evidence-based teaching strategies including problem-based learning, case-based learning, small groups, simulation, and reflection. All these strategies can be used to promote the transfer of theoretical knowledge into practice when taking care of hemodialysis patients.

            The study has demonstrated evidence-based teaching strategies that are current and clinically relevant. The accuracy of the information displayed in this study can be demonstrated by the use of the mixed method study design incorporating the use of questionnaires which have high accuracy levels since the anonymity of the respondents is usually maintained. Regarding the quality of the study, the majority of the participants (92.1%) who were providing information regarding the teaching strategies were adults above the age of 55 years with teaching experience of at least 15 years. A total of 35 peer-reviewed articles from the past 10 years were used to construct the study.

Alfayoumi, I. (2019). The impact of combining concept-based learning and concept-mapping pedagogies on nursing students’ clinical reasoning abilities. Nurse Education Today, 72, 40–46. https://doi.org/10.1016/j.nedt.2018.10.009

‌            The article by Alfayoumi (2019) is based on the notion that contemporary teaching strategies should be integrated into the nursing curriculum to promote the clinical judgment and reasoning ability of undergraduate nursing students. As such, the author conducted a study aiming at determining the impact of combining evidence-based teaching strategies such as concept mapping and concept-based learning in promoting clinical reasoning ability among nursing students. A positive outcome was reported as the concept-based learning strategies when combined with concept mapping significantly improve clinical reasoning and judgment skills among nursing students. The two approaches have also been reported to help prepare nursing students for actual practice by exhibiting high clinical judgment and reasoning skills in promoting the care of critically ill patients, which is essential for my hemodialysis training.

            The aim of this study aligns with my study topic in determining the most appropriate evidence-based teaching strategy for my hemodialysis training hence making it relevant. The accuracy of the study is also supported by the utilization of questionnaires and observation to collect data from nursing students. Utilizing a quasi-experimental design with a sample population of 40 participants supports the quality of the information displayed in addition to supporting the researchers’ claims with current peer-reviewed articles.

Smith, M. B., Macieira, T. G. R., Bumbach, M. D., Garbutt, S. J., Citty, S. W., Stephen, A., Ansell, M., Glover, T. L., & Keenan, G. (2018). The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review. The American Journal of Hospice & Palliative Care, 35(8), 1140–1154. https://doi.org/10.1177/1049909118761386

            Smith et al. (2018) conducted a systematic review aiming at determining the effectiveness of using simulation-based learning experience (SBLE) to promote communication skills among nursing students and clinicians providing palliative care or end-of-life care to patients. Despite the poor utilization of SBLE in promoting clinical knowledge, the authors concluded that this evidence-based teaching strategy should be applied only when the educator applies standards, clearly specifies the objectives and goals, and finally integrate externally validated scenarios, in addition to employing appropriate evaluation methods. As part of hemodialysis training, students must learn through the SBLE how to communicate with patients and their families in end-of-life care as most of the patients who benefit from hemodialysis are from end-stage kidney disease.

            The provided information aligns with my study topic hence supporting the relevance of the article. Information has been drawn from 30 peer-reviewed articles retrieved from medical databases hence supporting the accuracy and quality of the source.

‌Conclusion

Utilizing the most effective evidence-based strategy is crucial in promoting the optimal transfer of knowledge and skills to students. Based on the six reviewed articles, several evidence-based teaching strategies have proven to be effective in promoting nursing training on hemodialysis. Such strategies include simulation, problem-based learning, case-based learning, small groups, and reflection. All the articles were published within the past 5 years, and are peer-reviewed with high accuracy, relevance, and reliability levels.

References

Alfayoumi, I. (2019). The impact of combining concept-based learning and concept-mapping pedagogies on nursing students’ clinical reasoning abilities. Nurse Education Today, 72, 40–46. https://doi.org/10.1016/j.nedt.2018.10.009

Brown Tyo, M., & McCurry, M. K. (2019). An Integrative Review of Clinical Reasoning Teaching Strategies and Outcome Evaluation in Nursing Education. Nursing Education Perspectives, 40(1), 11–17. https://doi.org/10.1097/01.nep.0000000000000375

Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using? Teaching and Learning in Nursing, 13(3), 174–179. https://doi.org/10.1016/j.teln.2018.03.003

Manalo, T. A., Higgins, M. I., Pettitt-Schieber, B., Pettitt, B. J., Mehta, A., & Hartsell, L. M. (2021). A Strategy for Undergraduate Medical Education in Urology During the COVID-19 Pandemic. Journal of Surgical Education, 78(3), 746–750. https://doi.org/10.1016/j.jsurg.2020.09.011

Shaikh, S. A. (2022). A Comparative Study on the Efficacy of Two Teaching Strategies on the care of client with Hemodialysis in terms of Knowledge among the students of selected schools of Nursing, Belgaum District. Karnataka. Asian Journal of Nursing Education and Research, 12(2), 187–190. https://doi.org/10.52711/2349-2996.2022.00037

Smith, M. B., Macieira, T. G. R., Bumbach, M. D., Garbutt, S. J., Citty, S. W., Stephen, A., Ansell, M., Glover, T. L., & Keenan, G. (2018). The Use of Simulation to Teach Nursing Students and Clinicians Palliative Care and End-of-Life Communication: A Systematic Review. The American Journal of Hospice & Palliative Care, 35(8), 1140–1154. https://doi.org/10.1177/1049909118761386

BUY A CUSTOM- PAPER HERE ON;Evidence-Based Strategies Assignment Paper

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.
he StudeThe purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting.- Hemodialysis Training

Provide a six-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 evidence-based 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.
Utilize “Preparing Annotated Bibliographies,” located in the Student Success Center, to review general guidelines and specific examples for creating an annotated bibliography.

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 tnt 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.