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Nursing Educator Self Study Terminology for Nursing Educator Midterm Part 1

An auditory learner would prefer to learn through which method? —Group discussion because the auditory learner prefers to learn through ideas that are spoken or heard.

Fleming’s model: VARK

  • Visual learners learn by looking at image, such as figure, graphics, videos, and other printed/ drawing information
  • Auditory learners learn by listening to information delivered, such as listening teachers’ lecture, class discussions, seminars, recorded lecture, and etc.
  • Read /write learners learn by reading textbooks, notes, and other printed text information.
  • Kinesthetic learners learning with hands on experiences.

A nurse educator reads a negative review in her classroom evaluations regarding “boring lectures that go on and on and on” and the student signed his name. What is the most appropriate action by the nursing instructor? Review the remaining faculty evaluation and after self-reflection develop a strategy to improve the classroom environment based on student feedback. (singling out the student is unfair treatment by the instructor and could be consider faculty incivility. Using feedback to develop more effective teaching and learning strategies is a competency of any effective, passionate nurse educator)

 

Which teaching method is best aligned with the principles of adult learning? —Unfolding case study where teacher and student collaborate on the best answer: because the adult learner prefers to participate actively in the learning process where learning is reinforced by application and prompt feedback.

An unfolding case study:  may include three to four events that build on each other, providing students with a view across a clinical event, a hospitalization, or a view across the life span.

Adult learners:

  • Adults are more likely to prefer being actively involved in the learning process.
  • Adults are not content centered; adults are self-directed and problem centered, and they need and want to learn useful information that can be readily adapted.
  • Social interaction in the learning environment is important, and opportunities for social interaction are available with distance learning through computer technology.
  • Faculty need to design learning activities that are as close as possible to the actual practice they represent so that learning transfer becomes a reality.
  • Development of KSA (knowledge, skills, and attitudes) in nursing education
  • Adult Teaching and Learning Principles Based on Knowles’ Model of Adult Learning: (Retrieved from Teaching in Nursing- A guide for faculty, 4th ed. Chap 13)
    • Faculty:
      • Relate to learners with value and respect for their feeling and ideas
      • Create a comfortable psychological and physical environment that facilitates learning
      • Involve learners in assessing and determining their learning needs
      • Collaborate with learners in planning the course content and the instructional strategies
      • Help learners to make maximum use of their own experiences within the learning process
      • Assist learners in developing their learning contracts
      • Assist learners in developing strategies to meet their learning objectives
      • Assist learners in identifying the resources to help meet their learning objectives
      • Assist learners in developing their learning activities
      • Assist learners in implementing their learning strategies
      • Encourage participation in cooperative activities with other learners
      • Introduce learners to new opportunities for self-fulfillment
      • Assist learners in developing their plan for self, peer, and faculty evaluation
    • Learners:
      • Accept responsibility for collaborating in the planning of their experiences
      • Adopt goals of learning experiences as their goals
      • Actively participate in the learning experience
      • Pace their own learning
      • Participate in monitoring their own progress

 

A novice nurse educators has grown tired of students using cell phones during class to text and finally states loudly, “Put up the phones now or each one of you will receive 10 points off the next exam.” Which response would have been more appropriate by the new nursing instructor? — “Okay, everyone look up the side effects, adverse reactions, onset, peak, duration and half-life of any medication used to treat hypertension. First one with the answer, raise your hand.” (promoting use of the phones in an active learning exercise is an excellent strategy to create a positive learning environment free of uncivil faculty behavior toward use of technology)

 

Creation of common skills checklists for return demonstrations in a fundamentals nursing lab as a tool for evaluation uses which philosophical premise for learning? —Behaviorism because the principle is built on observable and measurable outcomes.

Behavioral Learning Theories (Behaviorism: All behavior is learned; it can be shaped and rewarded to achieve appropriate and desired ends. Learning results from a process of attaching one element of learning to another in an environment in which external reinforcement stimulates a change in behavior.

  • Law of effect (behavior was in response to rewards or reinforcements)
  • Operant behaviors (person’s responses that act on the environment as an immediate response to the consequence resulting from the behavior. A behavior is strengthened or weakened in response to positive or negative consequences)
  • Complex behaviors are shaping through providing reinforcement (an essential condition for learning because reinforced responses are remembered)

 

Which statement by a nurse educator to a class during a course orientation would best promote academic honesty? — “Please refer to page 28 in your student handbook and let’s review the policies regarding academic dishonesty.” (faculty must consistently and fairly apply policies and procedures contained in the student handbook)

It is helpful if written statements on course syllabi are used to remind students of the institution’s policy on academic dishonesty and the academic code of honor, if one exists. The consequences of cheating and violating the honor code should also be clearly delineated in course syllabi. It is important that these outcomes be guided by school policy and procedures. If a faculty member has evidence that a student has engaged in some form of academic dishonesty, it becomes necessary for him or her to confront the student about the incident:

  • privacy should first be ensured for the student when initiating discussion of the incident
  • it is appropriate to include an impartial third party such as the department chairperson or another faculty member in the discussion
  • faculty must clearly communicate to the student the identified dishonest behavior and the potential consequences
  • it is important that faculty convey this information in an objective manner, avoiding blame or anger
  • the student should be informed of institutional policies and the importance of adhering to professional standards of conduct
  • the conference should be documented by the faculty member
  • the student’s right to due process should be ensured before any action is taken

 

Which teaching method best promotes application of critical thinking? — providing a learner with a medical case history and asking the learner to create a list of likely medications to be administered. This is problem based learner where knowledge will be applied

 

A student tells a clinical instructor, “I refuse to work with the patient you assigned me as they are a prisoner and what they did violates my religious beliefs. You must give me another patient.” What is the most appropriate response by the clinical nursing instructor? — “If you refuse to care for this patient your actions can be viewed as patient abandonment which is an ethical violation. Why don’t you talk with a classmate to switch assignments.” (patient abandonment is a serious ethical violation. A nurse can’t refuse to provide care for a patient without first securing another nurse to care for the patient.)

 

A learner arrives to the clinical setting in a wrinkled uniform, smelling of smoke, and without the completed Care Map necessary to provide patient care. What is the best initial response by the clinical faculty member? –Meet with the learner in a private location to discuss concerns… The first step by the faculty member should be as a coach to facilitate learner and educator understanding of what has occurred.

 

A nurse educator notices ten students, English as a second language (ESL), sitting quietly in a class of 50 nursing students. The ten students don’t actively participate and seem disengaged. What is the best strategy to encourage involvement of the ten students in the learning process? — Divide the class into groups of four to five students for small group discussion with the ESL students dispersed amount the groups. Introverted learners are more likely to participate in small groups which facilitate open communication.

Strategies to increase the success of racially and ethnically diverse students:

  • faculty to understand their own biases as well as their students’ beliefs and biases
  • must consider the four major course components: content, instructional strategies, assessment of student knowledge, and classroom dynamics.
  • “the desired outcome is significant change–not so much in what is taught, but in how it is taught” (Morey & Kitano, 1997)
  • inclusive teaching strategies and approaches…
  • 3 criteria  to cultural competence: knowledge, skills, attitudes (KSA)
    • knowledge (attainment of information about ethnic cultural groups)
    • skills (ability to do something well, the ability to incorporate health practices in plans of care or the effective communication with patients based on cultural norms… )
    • attitude (affective behaviors, is personal, are conveyed in subtle ways, both verbally and non-verbally, for examples, body language, tone of voice, and choice of words)

 

A learner approaches a nurse educator on the first day of class and states, “I have a learning disability and require transcripts of your lectures and additional time on tests. My family doctor diagnosed me earlier this year.” What is the nurse educator’s next best action? –Refer the student to the learner center for further follow-up. The student must be evaluated by a professional and receive written authorization for special learning accommodations.

  • when faculty believe that a student, previously undiagnosed, may have a learning disability, the initial action is to refer the student to an expert in learning disabilities for assessment. After the dx is made, a plan for accommodation of the disability can be developed.

 

On the first day of class a nurse educator hands out a survey to assess the most prevalent learning styles among 60 nursing students. The best method to collect this information would include: — Ask the student to complete the survey in class within ten minutes. Allowing time in class to complete the survey with a time limit and clear directions will facilitate successful completion of the survey with meaningful information.

 

A Latino student who failed the first nursing course approached the nurse educator and stated, “My grade is not fair, just because English is my second language and I missed a few classes you were harder on me than the other students.” What is educator’s best response? — “I grade all students in a fair manner so I suggest you take your complaint to the Dean and investigate appealing your grade.” At this point the student can appeal the grade.

 

A student with a documented mental illness provided by student services suffers a verbal outburst in the clinical setting. The clinical faculty member deems the student unsafe in the clinical setting and assigns the student a clinical failure for the day. The student is sent home and provided a remediation plan to complete the clinical day at another time. The student immediately phones the Dean of the School of Nursing and threatens a lawsuit for discrimination if not allowed back into the clinical area. What is the most appropriate response by the Dean? –Refuse to allow the student to return to the clinical site. (Reasonable accommodations are required for students with documented disabilities, however, when another’s safety is in jeopardy due to student behavior allowing the student to remain in the clinical area is not reasonable accommodation) — student with metal illness must realize that their disability doesn’t excuse inappropriate behavior. 

 

 

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