Active learning-incorporating more involvement during class time. Such as KaHoot, scaffolding case studies
This isn't at all like the other marvellous replies already, but when I was a nurse practitioner for bladder and bowel. and taught as well as did clinical nursing.
I always seemed to get good remarks on the evaluation sheets, and I think it was because I was teaching from my day to day experience.
If I was teaching people who were active in nursing (or caring), a lot of what I mentioned were relevant to their work and I could change what I was saying to what was needed and could arrange with those listening for me to do a joint visit with them. Sometimes we knew the people who they were mentioning and they also sometimes knew who was being discussed. But patient / client names were NEVER actually used. Always anonymous.
Our service (3 of us practitioners) used to do a whole day for student nurses at our base (that was big enough and we used to use for other teaching), so we had the use of PowerPoint etc.
The students got very little training on bladder and bowel issues in their actual training. But always looked very interested in all our presentations. Sometimes we had amusing slides that made everyone laugh (as they did in the nurses' or carers' presentations). We took it in turns to speak which gave them a change in style talks after each speaker.
At lunchtime, we had representatives from commercial companies whose products we used as this was also very relevant. I'm not sure if it is allowed now, but they used to provide a finger buffet and no-one left the department even though they were free to do so if they had wished to. The students used to want talk to us about our work as we ate. Good that they were so interested but tiring for us!!
So, we were a study day with a difference.
Interactive video can be of great help as it increases exposure time of students to practical laboratory
The "must care" approach in addition to the above can be innovative clinical approach. With this, learning starts from class room to the skills lab and the clinical site. Preceptors are key to this at the clinical site.
For 1st year students, we use a simulation lab. There we show a video of the skill being taught each day, and then the educator demonstrates the skill emphasizing on the key points and the course of the process. For 2nd,3rd and 4th year students the learning field is the hospital, where students have the chance to practice what they learned through the first year. During their attempts a clinical educator is present, in order for both the students and the patients to feel safer.
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