Effective Learning Strategies in Healthcare and Relevancy and Quality of the Source

Best Practice Teaching Strategies
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Best Practice Teaching Strategies
This annotated bibliography explores various pieces of literature that have assessed the application of various teaching strategies in a mental health hospital setting. Mental health hospital is a unique setting with patients in need of proper techniques to gain knowledge.
Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18 doi:http://dx.doi.org/10.1186/s12909-018-1278-z
Learning in healthcare settings is becoming vital to the quality of healthcare outcomes that facilities initiate. In this study, Horntvedt et al. (2018) indicate that interactive learning is needed in healthcare settings that are fast adopting evidence-based practices in their educational approaches. The findings of the study encourage interactive teaching strategies among nurses, other healthcare professionals, patients, and family members in delivering the best knowledge to learners. In mental health, interactions among stakeholders mark the links of the learning gaps. Learners and educators must integrate effectively to achieve better outcomes. Interactive teaching is also vital because it entails multiple techniques, including brainstorming or buzz sessions. The versatility makes it easy to identify the best approach of learning for every participant. This study will help in understanding interactive teaching and its versatility in mental health settings. The source is relevant, bearing its current publication date besides the fact that it is peer-reviewed.
Ermenc, K. S., Štefanc, D., & Mažgon, J. (2020). Challenges of differentiated and individualized teaching in vocational education: The case of Slovenia. Problems of Education in the 21st Century, 78(5), 815-831. doi:http://dx.doi.org/10.33225/pec/20.78.815
Differentiated teaching is among the most popular teaching strategies presently. In differentiated teaching, the teacher isolates the different needs showcased by the learners. Educators employ differentiated teaching to accord each learner the necessary knowledge without generalizability. This study enhances the application of differentiated teaching in various healthcare settings. The study helps to understand some of the strengths and challenges that accompany a differentiated teaching strategy. A practitioner in a mental health setting would preferably employ differentiated approaches. However, Ermenc, Štefanc, and Mažgon (2020) guide on some of the challenges that this teaching strategy can deliver. To a healthcare professional, the information helps in preparing before the sessions. This study is accurate considering it took a quantitative approach to assess differentiated and individualized teaching challenges. The relevance of this study stems from the fact that a wide variety of literature focuses on the positive aspects of individualized teaching. The study is insightful and showcases current trends in differentiated teaching.
Morina, S. (2019). Differentiated teaching strategies with children with learning difficulties. Prizren Social Science Journal, 3(3), 32-40. doi:http://dx.doi.org/10.32936/pssj.v3i3.122
Differentiated teaching is among the most popular strategies in mental health settings. This teaching strategy allows teachers to interact extensively with their learners. With differentiated learning, the educator can identify and address the individual needs of the learners. Morina (2019) emphasizes the value of differentiated teaching among children with learning difficulties. The study takes a qualitative approach to explore various roles that educators must undertake to make differentiated teaching successful in various healthcare settings. The study embeds its accuracy in the study design in which it addresses different data sets linked to the appropriateness of differentiated teaching strategies. The relevance of this study stems from the versatility of differentiated teaching strategies. Like it applies to children with learning disabilities, differentiated learning can be vital in the context of mental health education. Mental health settings are characterized by variations in learners’ needs, something that can be addressed through differentiated learning techniques.
Zambrotta, M. E., Aylward, P., Roy, C. L., Piper-Vallillo, E., Pelletier, S. R., Honan, J. P., . . . Shields, H. M. (2021). Nurse-doctor co-teaching: A pilot study of the design, development, and implementation of structured interprofessional co-teaching sessions. Advances in Medical Education and Practice, 12, 339-348. doi:http://dx.doi.org/10.2147/AMEP.S300231
Mental health settings are highly multifaceted, both with patients and healthcare professionals. As such, conducting linear education can be a challenge. Multiple stakeholders must be involved in the teaching process to ensure the success of such processes. To that effect, Zambrotta et al. (2021) explore nurse-doctor co-teaching strategies in mental health settings. Nurses and physicians have different roles to play in patient education. However, their roles must be coordinated to achieve similar objectives. Nurse-doctor co-teaching is commonplace in contemporary healthcare settings. This strategy helps determine the scope of activities among different professionals determined to achieve specific learning outcomes. The study bases its accuracy on the evidence-based content that it employed in data collection and data analysis. The study assessed the measures of inter-professional collaborations in healthcare settings to mark its accuracy. The study is relevant in understanding nurse-doctor co-teaching strategies that are fast becoming popular in multifaceted healthcare settings such as in mental health.
Asim Ismail Ilyas (Al-Titinchy). (2016). Interactive tutoring in blended studies: Hindrances and solutions. International Journal of Applied Linguistics & English Literature, 5(1), 281-288. doi:http://dx.doi.org/10.7575/aiac.ijalel.v.5n.1p.281
Contemporary learning comes with the need for extensive interactions between learners and educators. Hence, interactive learning is a popular strategy, especially in learning settings that demand high efficiency in the learning outcomes. Interactive learning consists of prospects such as question and answer sessions, incident processes, buzz sessions, and brainstorming. Using interactive techniques, the educator delivers the knowledge according to the needs of the learners. A combination of interactive techniques can be employed to reach better outcomes. In this study, the researchers take a comparative analysis approach to assess the value of contemporary interactive teaching in different settings. The study is also peer-reviewed, and its date of publication further cements its accuracy. The relevance of this study stems from understanding interactive teaching strategies through various hindrances. The study further gives solutions to identified hindrances, which are vital in the implementation of interactive teaching strategy.
Fu, S., Li, Z., Xu, J., Ming-Ming, C., Liu, Z., & Yang, X. (2021). Interactive knowledge distillation. Ithaca: Cornell University Library, arXiv.org. Retrieved from /working-papers/interactive-knowledge-distillation/docview/2420333472/se-2?accountid=130654
Interactive teaching has been widely used in schools to encourage students as a successful teaching approach in which teachers no...