A dynamic strategy for teaching students the skills to think critically is the concept map (a cognitive tool that encourages learners to process information deeply in order to understand study material). This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. (Facione, 2013) Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. Critical thinking is a complex reasoning process largely defined as the use of purposeful, shrewd judgment that involves the development and effective exploitation of multiple dimensions of cognition to interpret and analyze a situation and arrive at and act on a suitable conclusion or solution (Facione, 2013).
Hence, as a student nurse educator, I feel privileged to contribute to this project and to have made an impact in the lives of students. Moreover, the student's ability to score high on the post-quiz and to pass their clinical, medical, surgical competency skill examination is indicative of the knowledge of my teaching strategy and
Stage 1. Description Under the heavy workload of nursing care, accidents are easily to cause. It is avoidable for nurse to reduce the accidents by enhancing the quality of care and be awareness on patient safety. During my practicum, there are some incidents that have not fully aware of patient safety on the nursing practice. When they take care of patient, they often forgot the practice of preventing harm from patient which influences the practice.
The needs of the academic institution are too educated nurses using evidence-based practices to enhance patients outcomes. The learning environment is warm and conducive to learning. The atmosphere is well lit, and temperature controlled regulated. Hence, the educators are experienced in their field of teaching and are very receptive to student’s concerns. The audience is a mixture of male and female nurses median age ranging from 23-45.
The integration of technologies simulation into the curriculum of the nursing education provides benefits for the student and the faculty related to improvement of the competencies and patient safety. The teaching strategies of simulation provide to enhance the confidence and communication among the nursing students. In addition, clinical simulation provides to improve skills and goals for each clinical setting (Cannon & Boswell, 2016). Although, simulation have demonstrated to enhance in the students the levels of cognitive, affective and psychomotor. (Curl, 2016).
Integrating humanities and sciences in nursing is important and allow individuals to enhance their knowledge and critical thinking skills in their nursing practice. The information I learn in this course has taught me that evidence-based research findings can be used to shape future practice settings going forward. As a change agent, I will change and implement new evidence-based care to my practice to deliver high-quality
A hospital stay is normally associated with only increasing a patient’s overall well-being. However, that is not always the case. While the health-care team is fully taking care of a patient’s needs, human dignity can sometimes be lost. Hospital acquired infections, such as catheter associated urinary tract infections, can also pose a threat to a patient’s well-being. Nurses must be trained to combat both of these problems simultaneously.
Physical therapy deals with physical strength, pain, range of motion in the joints gross motor skills and endurance. Occupational therapy deals with fine motor skills, cognitive skills, sensory-processing deficits and visual-perceptual skills. Children who have had a debilitating illness or an injury can benefit from physical therapy. Occupational therapy may also help children who need sensory and cognitive development. http://kidshealth.org/parent/system/ill/occupational_therapy.html
Through these conversations students were able to develop a more concrete understanding of the concepts taught in the explore portion of the lesson. Dr. Bradbury also supports students’ engagement by providing real life connections of heat transfers to students’ lives, shown in 5:52-6:31 min and 9:19-11:26 min of the video. These real life connections Dr. Bradbury made can make abstract ideas such as heat transfer, more concrete because students can match experiences they have had in real life to the ideas being taught in class. Another area where Dr. Bradbury supports student learning is where she writes important concepts on the board, as well as
The standard I feel I have mastered is Standard #2: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content and learning in context and to develop the knowledge, skills and attitudes identified in the ISTE-S. During this class I have really shown improvement on this standard. I have already applied the tools learned in this class in my personal and professional life. I now know the potential in the software on my computer along with the software that is available to me. This class is a class that will continue to help me thrive as a future teacher and help me achieve the goals I have set for