N 582 Module 5: Activity-Based Teaching and Simulation

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N 582 Module 5: Activity-Based Teaching and Simulation

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Start by reading and following these instructions:

You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.

N 582 Module 5 Discussion Question:

Describe a teaching method you have observed or used that was effective in encouraging active participation by the learner.

When you are ready for the discussion, do the following:

  1. Click on the discussion link above.
  2. Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
  3. To properly post your answer, please click on the “Post” button.
  4. After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.

To reply to a classmate’s post:

  1. Click on the title of another student’s post.
  2. Click “Reply to Thread” and type your response to the student.
  3. Click the “Post” button to post your reply.

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example,

N 582 Module 5 Activity-Based Teaching and Simulation

N 582 Module 5 Activity-Based Teaching and Simulation

J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussions and any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

N 582 Module 5 Assignment:

Critical Thinking Exercises: 

  • For a relatively simple psychomotor skill, use the mental practice process to analyze the skill and separate it into sequential steps. Write out the full instructions that the learner would need to follow to successfully complete the task.
  • Develop a case study that would be appropriate for undergraduate nursing students. Follow the steps listed in DeYoung (p. 148-151), using the example on p. 151 as a model.
  • Describe a clinical situation that could reasonably be translated into a simulation. Which type of simulation would be most appropriate? What psychomotor and cognitive skills would you hope that they would achieve? How would you envision your role as the educator? What would you include in the debriefing?
  • Construct a statement or scenario that could be used as the basis for a debate in an undergraduate nursing ETHICS course.

Professional Development:

  • Create a game to help learners review the instructional methods discussed in this module. Some suggestions might be formats similar to “Jeopardy,” “Trivial Pursuit,” a word search, or a crossword puzzle.

N 582 Module 5: Activity-Based Teaching and Simulation

Activity-Based Teaching and Simulation

Module 5 provides an in-depth exploration of activity-based teaching strategies. Activity-based teaching implies active learning on the part of the learner. Cooperative learning, simulations and games, case studies, problem-based learning, and self-learning modules require the learner to do more that listen and study. Learners engaged in these strategies are involved in creating and storing knowledge. This module concludes with an overview of strategies that are appropriate for teaching psychomotor skills.

Time Requirements:

The amount of time required to complete assignments in this module is approximately 17 to 20 hours.

Objectives:

After completing this module, students should have the knowledge and skills to:

  • Understand the theoretical rationale for the use of activity-based teaching strategies
  • Compare and contrast the relative advantages and limitations of the various activity-based teaching strategies
  • Determine the optimal activity-based teaching strategy based on audience size and characteristics, learning objectives, instructional setting, and evolving technology
  • Implement appropriate strategies to teach psychomotor skills, based on the phases of skill learning
  • Evaluate the evidence-based research regarding the efficacy of various activity-based and psychomotor skills teaching strategies.

 Learning Materials:

  • Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapters 12, 13, 14, 15, 16, and 17)
  • DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Chapter 6)

Summary:

Effective learning requires active participation. When learners use their imagination to play a role, take an opposing viewpoint to their held view, or learn to express themselves in new and different ways, they become involved in their learning. The role of the educator is a facilitating one, helping learners interact with each other to bring out other possibilities and to reinforce learning objectives.

The use of high-fidelity simulation has been expanding in nursing education. Simulation allows students to problem solve in a safe and less stressful environment, providing insight into the translation of classroom to the clinical environment They can learn to make clinical decisions and correct their mistakes without causing injury to a patient. Through simulation, they can be prepared to gain experience that may not be available in the immediate clinical area, but will be part of their practice in the real world of healthcare.

Teaching psychomotor skills is relevant to the nurse educator in both the academic and healthcare setting. The focus of this module was on nursing psychomotor skills, which is defined as skills that ate action-oriented, that require neuromuscular coordination, and that promote patient healing and/or comfort. Approaches to teaching skills were presented, based on the phases of skill learning.

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