Evidence-Based Teaching Strategies for Practicum Setting
Requires Lopeswrite
Assessment Description
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.
The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting.
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:
Description of the evidence-based teaching strategy and its application to your practicum topic.
Description of the relevancy and accuracy of the source.
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 the Student 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.
RUBRIC
Rubric Criteria
Six Bibliographic Entries
13 points
Criteria Description
Six entries are included in an annotated bibliography.
5. Target
13 points
The submitted assignment includes six entries in an annotated bibliography.
4. Acceptable
11.96 points
N/A
3. Approaching
11.44 points
N/A
2. Insufficient
10.4 points
N/A
1. Unsatisfactory
0 points
The submitted assignment does not include six entries in an annotated bibliography.
Evidence-Based Teaching Strategy and Application to Practicum Topic
14.3 points
Criteria Description
Evidence-based teaching strategy and application to practicum topic are described for each source.
5. Target
14.3 points
A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is thorough.
4. Acceptable
13.16 points
A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is detailed.
3. Approaching
12.58 points
A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is present.
2. Insufficient
11.44 points
A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected lacks detail or is incomplete.
1. Unsatisfactory
0 points
A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is not present.
Relevancy and Accuracy
14.3 points
Criteria Description
Relevancy of each source is described.
5. Target
14.3 points
A description of the relevancy and accuracy of each source is thorough.
4. Acceptable
13.16 points
A description of the relevancy and accuracy of the source is detailed.
3. Approaching
12.58 points
A description of the relevancy and accuracy of each source is present.
2. Insufficient
11.44 points
A description of the relevancy and accuracy of each source is incomplete or incorrect.
1. Unsatisfactory
0 points
A description of the relevancy and accuracy of each source is not present.
Quality
13.65 points
Criteria Description
Quality of each source is described.
5. Target
13.65 points
A description of the quality of each source is thorough.
4. Acceptable
12.56 points
A description of the quality of each source is detailed.
3. Approaching
12.01 points
A description of the quality of each source is present.
2. Insufficient
10.92 points
A description of the quality of each source is incomplete or incorrect.
1. Unsatisfactory
0 points
A description of the quality of each source is not present.
Research
3.25 points
Criteria Description
Research is supportive of the rationale presented. Sources are timely, relevant, and address assignment criteria.
5. Target
3.25 points
Research is supportive of the rationale presented. Sources are distinctive. Research addresses all of the issues stated in the assignment criteria.
4. Acceptable
2.99 points
Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.
3. Approaching
2.86 points
Research is adequate. Sources are standard in relevance, quality of outside sources, and timeliness.
2. Insufficient
2.6 points
Few outside sources were used to support the assignment. Limited research is apparent.
1. Unsatisfactory
0 points
No outside sources were used to support the assignment.
Mechanics of Writing
3.25 points
Criteria Description
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
3.25 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
2.99 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.86 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
2.6 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
Format/Documentation
3.25 points
Criteria Description
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,
5. Target
3.25 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
2.99 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
2.86 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
2.6 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
Nursing Education Practicum: Annotated Bibliography
Student Name
Department, University
Course Code: Course Name
Professor’s Name
Due Date
Nursing Education Practicum: Annotated Bibliography
Akintonde, J. (2021). Use of Critical Thinking Teaching Strategies by Nurse Educators (Doctoral dissertation, Walden University). https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=11901&context=dissertations
Akintonde conducted phenomenological research based on the constructivist learning model to contextualize nurse educators’ lived experiences using critical thinking instructional approaches in baccalaureate nursing programs to cultivate nursing students’ critical thinking capabilities. The article suggests active teaching strategies, including question-and-answers, real-life case scenarios, and concept mapping, as evidence-based teaching strategies to foster students’ essential thinking capabilities in the bachelor’s nursing degree program. The evidence-based strategy applies to my nursing education practicum as it supports nursing educators as they cultivate nursing learners’ competencies in constructing new knowledge and developing critical thinking abilities. In addition, these strategies enable students to build further evidence, transfer theoretical models to care delivery contexts and offer safe and high-quality patient care. These are positive metrics that support the cultivating of critical thinking capabilities. The article is relevant because the research was inclined to support the development of professional activity programs for nurse instructors relating to the use of pertinent teaching approaches to foster nursing students’ critical thinking competencies and thus bring about positive social reforms in clinical environments. A critical review of the article indicates that it is accurate, as no errors were established. In addition, the researcher’s inferences matched the results based on the recommendations. The author recommended the need for quantitative studies to investigate the interrelationship among specific critical thinking instructional approaches, critical thinking competencies, as well as learning outcomes amongst learners in bachelor nursing programs. It is a quality resource, given that a doctoral dissertation demonstrates the author’s sound understanding of the subject matter and the research problem investigated. In addition, the source includes facts that are comprehensively supported by credible scholarly citations, thus reducing bias or objectivity in the results obtained.
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
The objective of the mixed-methods descriptive analysis was to investigate the prelicensure nursing faculty’s evidence, efficacy beliefs, and the employment of evidence-based teaching strategies (EBTS) that foster knowledge transfer, along with obstacles and facilitators impacting such transfer. The study evaluated diverse EBTS, including problem-based learning, case-based learning, the use of small groups, simulation, and reflection. In this context, the EBTS had significant nursing education implications, thus authenticating their application to this practicum topic. These strategies apply to nursing education practicum as they support the ability to use learned knowledge in related or novel and new environments. Knowledge transfer from the classroom to real-life contexts, including clinical settings, is vital for the healthcare professional. Nursing educators must cultivate students’ competency to develop reasoning and thinking skills with the capacity to transfer learned lessons to novel or new patient situations. This emerges increasingly crucial because not all patient scenarios can be taught at the college. The strategies support the consideration for knowledge transfer and thinking as primary educational outcomes in nursing program curriculum or learning expectations. The information given in this resource is relevant to my assignment as it incorporates EBTS that informs the nursing practicum. The results illustrated faculty knowledge related to EBTS, efficacy beliefs, and faculty utilization while indicating the obstacles and facilitators. It is a quality resource because highly qualified healthcare practitioners wrote it. Culyer, who holds The Doctor of Nursing Science (DNS) qualification, is a Registered Nurse (RN) and is also an Advanced Nurse Practitioner (ANP). Other authors include Jatulis (Ph.D., RN), Cannistraci (DNS, RN, Certified Nurse Educator), and Brownell (Ph.D., RN). Therefore, the authors’ academic qualifications, professional competency, and practice experience reiterate their outstanding knowledge of the subject matter.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean journal of medical education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
The study aimed to review and detail the strategies used by nurse educators to maintain and foster nursing learners’ engagement in clinical and academic contexts. That said, the identified evidence-based teaching strategies were classified into five categories: technology-based, researcher-based, simulation-based, collaborative, and miscellanea learning. However, for purposes of this critique, it is necessary to scale down to a specific evidence-based instructional strategy that could inform the current practicum topic. More specifically, the article established technology-based approaches as the primary EBTS that augment nursing learners’ engagement through online learning and response system capabilities, proving increasingly prevalent amongst nursing educators. This evidence-based strategy is applied to the nursing education practicum because it coincides with the contemporary learning environment characterized by advancement in innovative technological tools. The article is relevant because it provides research-based teaching strategies that can be implemented in nursing education settings....
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