Best Practice Teaching Strategies Education Essay Paper

Annotated Bibliography
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Annotated bibliography
Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review ofevidence-based teaching strategies for nurse educators. Nursing EducationPerspectives, 38(4), 193-197. doi:http://dx.doi.org/10.1097/01.NEP.0000000000000181
In this article, Breytenbach, Ham-Baloyi & Jordan (2017) use an integrative literature review to examine effective teaching approaches nurse educators can leverage to improve students’ knowledge and skills. In this analysis, the authors affirm that evidence-based instructional plans are vital in increasing students’ knowledge and skills. The study uses both research and non-research resources to evaluate teaching strategies thus explaining the effectiveness and viability of the research.
Sixteen studies were included in this analysis and comprised of teaching strategies such as web-based learning, concept-mapping, internet-based learning, case studies, evidence-based learning, gaming, problem-solving method and e-learning. Although all teaching strategies improved nurses knowledge in different ways, evidence-based education, concept mapping and internet-based learning were found to be more effective in increasing student knowledge and skills. To build up on the gaps of this research, more qualitative and quantitative research should be conducted to determine the usefulness and impact of teaching strategies of different teaching strategies. As such, nurse educators must integrate different teaching approaches in classroom settings and curricula to improve comprehension.
De Carvalho, E. C., Oliveira-Kumakura, A., & Morais, S. C. R. V. (2017). Clinical reasoning innursing: Teaching strategies and assessment tools. Revista Brasileira DeEnfermagem, 70(3), 662-668,690-696. doi:http://dx.doi.org/10.1590/0034-7167-20160509
Evidence-based practice in health care is crucial in the provision of quality and safe care. However, finding effective teaching strategies that promote the development of nurse student’s skills as well as building a healthy relationship with nurse educators is often challenging. In this study, De Carvalho, Oliveira-Kumakura & Morais (2017) explores teaching and assessment strategies that improve clinical reasoning among nurses.
By use of theoretical reflection and scientific studies, the authors concluded that comprehension of essential concepts in teaching strategies and assessment improves teaching and learning experiences in nursing. The authors identify questioning, interactive learning, problem-based learning, conceptual map and case study as effective teaching in improving nurse students critical thinking skills. Therefore, nurse educators are encouraged to leverage on these teaching strategies and assessment tools to develop evidence-based skills in nurse students. This article offers insightful and valuable information not only to nurse educators but also to nursing students.
Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teachingevidence-based practice in nursing education: A thematic literature review. BMC MedicalEducation, 18 doi:http://dx.doi.org/10.1186/s12909-018-1278-z
Horntvedt et al. (2018) study the importance of interactive teaching approaches including clinical nurse presentations, small group work, workshops, journal clubs, problem-based learning, interactive lectures, brainstorming, and question-answer as practical strategies to improve knowledge and skills among nurses. The authors’ builds on the literature review of instruction schemes, evidence-based knowledge and skills, nurses learning outcomes and barriers students and teachers experience.
The study utilizes qualitative methods to evaluate the effectiveness of interactive teaching strategies. Horntvedt et al. (2018), concluded that interactive teaching helps in the creation of a favourable learning environment where students can actively participate, reflect on the learning, thus building their analytical and critical thinking skills. On the flip side, the research identified challenging collaborations, poor information literacy skills as the major drawbacks of interactive teaching strategies. Although this research offers the nurse educators and students with immeasurable information, the study is deprived due to use relatively small literature – and findings suggest that qualitative study should be conducted to determine the effects of interactive teaching strategies towards improving nursing student’s skills and knowledge.
Lambert, A. W., Johnson, T. L., Fox, M. W., & Wang, C. (2018). Enhancing communityeducation through innovative teaching strategies in a baccalaureate nursingprogram. Journal of Nursing Education, 57(4), 240-244.doi:http://dx.doi.org/10.3928/01484834-20180322-10
The main objective of healthcare systems is to increase patients overall health and well-being and access to health services. As such, provision of outreach education to healthcare providers, including nurses in classroom settings, community activity centres and industrial worksites is the primary determinant in achieving healthcare goals. As such, nurse educators continually seek innovative teaching strategies to improve student learning opportunities and prepare them for clinical practice. In this study, Lambert et al. (2018) describe teaching strategies that help improve collaboration between teachers and student. The authors’ emphasis on the importance of using resources such as information and communication technology tools to improve interactions in classrooms. The research also suggests the use of embedded open-ended questions, workshops, and board game activity as effective strategies nurse educators can use to increase students participation.
Masters, K. (2016). Integrating quality and safety education into clinical nursing edu...