I think outcomes based teaching and learning (OBTL) can now be considered as one of the best methods in teaching in any program including nursing. There are many publications about OBTL both in print and online that you may look into if you are interested. In our University, we are also now on our full shift from inputs based into outcomes based higher education (please see the link.)

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Who evaluates accuracy of outcomes. What are criteria for evaluating?

Dear Nader,

suggestions:

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There are many articles and related information in the internet regarding the evaluation or assessment of outcomes in OBE. Some are given in the links below:

http://dbis.rwth-aachen.de/~derntl/papers/preprints/educon2010-icoper-preprint.pdf

http://www.nurseeducationtoday.com/article/S0260-6917(13)00014-2/abstract

Article Outcomes-based Curriculum Development and Student Evaluation...

Dear  Beatrice ,

Your opinion is more valuable than articles. I will be grateful if you write your opinion.

My seminars with nurses to be were about research methods and scientific writing as well as nursing theories. I really enjoyed this kind of teaching, it was perhaps the most rewarding of all teachings I have produced also in psychology.  

Can we use the same teaching method in nursing for students of other health providers teaching?

With smaller groups yes

Does the size of group determine the method?

Yes very much

The answer partly depends on what you think nursing is and what education is. A good start is to consider that there are 4 educational ideologies that underpin nursing: Instrumentalism, Liberal Humanism, Progressivism and Social Reconstructivism (Scrimshaw 1983 in Pendleton and Miles 1992). These views drive what teaching methods are employed, what outcomes are decided upon, what content is delivered and what pedagogy is employed (social constructivism, andragogy, critical pedagogy, provocative pedagogy, positivist and empirical pedagogy...). These are often background taken for granted assumptions about the purpose of nurse education.  focus on classroom technique without an examination of fundamental assumptions leads one into an educational cul de sac. http://www.bennygoodman.co.uk/the-university-in-ruins/

Dear Dr. Goodman,

I want to know your idea about  teaching in nursing based on your teaching experiences.

I avoid instructional, or 'banking' methods. I base my classroom work on the principles of 'critical pedagogy' (see Giroux 2011) and 'andragogy (Knowles) which means introducing students to ideas, concepts and theory and inviting them to discuss and critique. I make no attempts to always 'balance' the arguments because the module resources on platforms such as moodle, point students to a range of other theories and resources. In class it is all abut trying to stimulate interest, through the use of stories and personal accounts and the use of humour to address such topics as 'inequalities in health'. I use in classrooms, social media, online material, video, illustrations and pictures, poetry. I have even used music. I keep powerpoint to a minimum, slides are coloured with pictures and key quotes. All the while i am presenting ideas for their critical reflection. If they want lots of 'facts' (e.g. about the cardiovascular system) there are great resources out there, they don't need me to describe the structure of the heart. One has to think about what is added value about being in a classroom, can they get material and resources elsewhere? Classroom work is for informed discussion, provocation with new ideas and dialogue. the downside is that not all students 'get it' and want to be fed information. the overall pedagogy drives me to less intructional class room teaching and towards getting students interested enough to read and discuss. This is however a key battle field given the construction of the curriculum which focuses on other aims.  Another 'method' is the encouraging of critical reflexivity through narrative restorying based on autoethnography discussed by Alec Grant et al. Well worth a look. Alec is o research gate and I point you to his work. In the end pedagogy can rest on one's theoretical and epistemological leanings about what can be known about the world - also are you a natural bioscientist or a critical social scientist? 

Dear All, 

I am very happy to see that this topic is existing. 

I am working wor few years  as teacher in Nursing school, teaching principles of Nursing and Nursing Clinical skills. 

Based on my experieence from this period I really can not say that there is just one method that is good for teaching. I am using combination of few method based on type and content of lessons and then also based are we working on theoretical or practical lessons. Maybe we can discuss about best appropriate method for various type of lessons, because I still think that most important thing in Nursing education as teacher to choose most suitable method based on content and type of lessons. 

Best regards

There is no "best" method when it comes to teaching any nursing subjects. It always has to depend on the context, expertise/capability of the teacher, available resources, learner characteristics, and institutional policies. 

Teaching itself is an art and skill that is informed by underpinning evidence based teaching best practice principles, theory and methods, principles meaning pedagogical or rather, androgenic principles. You can be an expert in your field but the worst teacher in the world if you do not understand and utilise these basic principles and theories.  What makes good teaching is not an easy question to answer, it involves a lot of complex understandings of not just the theory but people- your students and the context in which they need to know and use knowledge, understanding and practical skills.

There are a wide range of pedagogical theories out there but the principles teaching practice always pretty much remain the same. I myself despite 35yrs of nursing experience undertook a teaching degree so that I could gain a good depth of understanding about this, and I feel it has stood me in very good stead. I recommend you firstly, take a look at the Morzano's "Dimensions of Learning" - this is just one underpinning pedagogy theory and then the "Learning Management  Process" " by Smith and Lynch. Best Practice Principles of Teaching and Learning - something that university academic talk about a lot but dont seem to have them written down clearly anywhere also need to inform your teaching art and skills. These two resources, if you can get your head around them will not only inform but raise your teaching standard such that they can be applied to any context.

Hope this makes sense and helps.

I am most interested in this discussion & ideas shared.  I am a fan of Inquiry based learning (Dewey, J.) which focuses active learning with the Instructor as facilitator of learning or "provocateur" rather than expert.  Although the students initially struggled with it (because they really just want to know what they need to know to pass the course!), by half-term, most of them embraced it & appreciated the freedom to think, challenge, & explore topics.  It is really powerful & leads to critical thinking & analysis. The trick is to stick with it as the students will push back as it is uncomfortable for them (& will be for the Instructor too as we sit back & watch them struggle).  It is worth it though & students who were able to engage in spite of the dis-ease of it all, blossomed.   

I am also very interested in 'IBL" learning however, in my experience as the lecturer in charge of teaching the course, it is difficult to get all your teaching team to deliver the same quality and/or style of 'facilitation or 'Guide on the side" pedagogy- so this teaching approach in my experience is only ever as good as the facilitator's level of expertise at being an IBL facilitator- something that educational providers seem to think is inherently present within its casual teaching staff teams!!!

If the facilitator is not acutely aware of 'Where the students need to go" and is not sufficiently skilled to be the "guide on the side" then this approach runs the risk of turning into a "guess what is in my head" session rather than a learning experience whereby students actually hit the nail on the head to access specific curriculum and thus achieve the learning outcomes required for that unit of study.  So... a great teaching strategy and approach providing your educators are actually trained in this style of teaching.

Dear all,

Really interesting reading...

Anyone knows something about teaching nurses IT (both as learning tool and regading EHR among other systems)?

What methods, theories etc have you been using?

Thx, for any information and help :-)

Sorry, I am not sure what the abbreviation 'EHR' means..

This all depends on learning management principle No 1. "What does my student know and want to learn" (see my comments re Learning Management Process ... Is your student a 'Digital native" or is your student  "Digital naive" - Teaching IT to the "Digital native" - lets be honest - they teach you.. Teaching IT to the "Digital naive" - this is about going back to the basic pedagogical learning management design process and principles - Lots and lots of sequential and progressive scaffolding with a wide rage of IT experiences, starting with very simple basic IT practices, increasing these to more difficult processes (see Morzano's theory). Depending on whether I can do a face-to-face workshop or if online, I have designed an IT support workshop where I can 'guide on the side"! This works well for me.

What methods and theories have I been using  see attached. Hope you find this helpful.

Thx a lot!!! EHR = electronic health records .-)

It is definitely helpful.

I am not a teacher but a PhD candidate student in nursing inChina, however, I have ever thought about this interesting question. I think that teaching methods should be based on what kind of students you will teach.

If they are undergraduate students, they may know little about their future and may have no mature occupation plan. And you can improve their clinic skills and ability of humanistic caring in nursing by “service-learning” and “introspective learning”. In “service-learning” model, students usually act as internship or apprentice and contact with real patient or clients. This will help nursing student to consider some questions: Whether they like the nursing job or not? What kind of service the clients and their potential managers expect them to provide? What core competence they should foster during their study? “service-learning” combining with “introspective learning” may be a good choice, because in the “introspective learning” model, students usually do some self-reflecting work by writing reflective diary or discussing with group members, which will help students to improve.

If they are graduate students, I think they have known something about their future career. So it’s important to know the graduate students’ opinion, and you may try to do some quantitative survey qualitative interviews to get some answers.

from my experience I think the best method is discussion and ideas sharing and some time u need to use brain storming.U need to activate students' brain and some time u need to make shock to their brain by strange question .

Dear Khamees.

Is your mean critical thinking?

I'm I PhD of Obstetric & Gynecology of Nursing. I teach both under graduate & post graduates students. So from my experience the simulation, clinical demonstration   and critical thinking are the best methods in addition to videos of procedures like any surgery very beneficial as the students with it could see what they imagine about the procedure so everything will be build in a right way for their knowledge supported by clinical situations   

I am involved with undergraduates who have the mindset to gain knowledge.

However I have found the most effective and satisfying way is 1:1, whereby I can see and gauge the response.

Groups can be problematic in trying to elicit accurate replies to questions, because students may feel self conscious. Whereas  face to face if a good rapport has been established the  student should be confident to ask or query something, without fear.

Best approach supported by evidence is a combination of processes:

Student-centred to accommodate differences in learners

Constructivism: To allow for new knowledge to be built on or scaffold to existing knowledge

Transformational learning - so that learning brings about a new view or transformation in the learner

Adult learning principles

Literature on each of these includes strategies for application. Ultimately we cannot teach anyone anything - we can only facilitate their learning - (Carl Rogers)

It is better to use an eclectic approach to nursing education. there is no single method that will suffice considering that we are looking into developing cognitive, psychomotor and affective skills. Students have different learning styles, using different methods benefits students.

In my department we are using Problem based Learning and the lecturer primarily facilitates learning. The students are encouraged to be active participants and focus is on competencies more than the content. Developing cases for other aspects of the curriculum is also helpful. 

Hello

I am interested in how programs teach nursing skills within their curriculum.  Any thoughts you could share would be most appreciated.

Teachings are done in classrooms through lectures and practicals done in the nursing Laboratories. Then clinical exposures at hospitals designated for teaching nursing procedure and care of the sick or infirm.

hello,

i think the best method for nursing education is implementation the nurses process for teaching and learning each thing of the nurse, because each step on nursing process is learning me many information and skills in the correct way and organised it, then nursing process help nurses to make assess and put plan and goals for my study then implement and evaluate outcomes, finally we can documentation easily and take best result

thank you

It is important that nursing education is done with practice and be evidence based. Evey method that help to merge theory and practice education in nursing is OK!

Unfortunately, nursing has changed its role and pays attention to diseases. Its role should be pay attention to the clients not to the diseases!

Sure, nurses should pay attention on client. However, nurses need to understand the client; it is in this perspective that nurses need to have knowledge of diseases of which is a crucial step that helps nurses to provide holistic care.

Every active teaching methods are useful.

We should try to bring together the theory and practice in nursing as much as possible.

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Nursing is a combination of skillو emotion and affection. Educational methods are appropriate that consider all of them.

So far, flipped learning or blended learning has been suggested as an effective education method; however, I have a little different idea.

First, future nursing students need to learn mathematics at the advanced level:

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Virtual Reality could become an effective education platform in the global level.

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The reason why future nursing students need to learn mathematics and Virtual Reality is that we need to prevent a side effect of such advanced technologies on the nursing care or healthcare (education) delivery system.

Lastly, in the near furue, micro college such as Minerva or Davinci Coders will be demanded: https://www.minerva.kgi.edu/; http://www.davincicoders.com/

First of all, nursing students need to learn the reason of being a nurse and know their duties! Any educational method that can do this is great!

Mixed Method - Combination of all the good methods ( Traditional and Modern)

Theory before practicals and Clinical discussions to reinforce the learning.

Teachers as subject experts and Role models.

Supervised Clinical experience( especially when students are learning skills)

Timely and fair evaluations

nursing needs a great motivation and we should consider motivation dimension in our curriculum.

teaching strategies to help the nurse students to acquire the expected learning outcomes should focus on modern approaches that are student centred. This approach will help the learner to use the knowledge in various domains in cognitive, psychomotor and affective to achieve the rexpected competencies in nursing field. The teacher should be able to teach knowledge, skills and attitudes at high level using metacognition ( Brain construction)

Nursing is directly related to humanity and requires active educational methods based on the principles of human interests.

The nurse teacher must know both the subject to be taught and who is to receive the teaching. When those two are known, deciding on what method to use in delivering the message becomes simpler. Nursing is a multifaceted discipline and those who teach it must know what they are doing. So, to recap my answer, the teacher must know the subject and the learner to choose an appropriate method to deliver the teaching.

Nursing students should be interviewed for intelligence, interest, and ability before entering nursing.

For teaching in Nursing i personally think the following methods should be used

1. Real-life scenarios that involve case studies and ways of analyzing current problems

2. Peer-to-peer teaching, which involves students in their own education. Focused group discussions should be employed.

3. Hands-on activities that engage students beyond the lecture and teach useful Nursing concepts and Nursing projects, which teach the scientific and medical methods of inquiry and experiment

4. Field research journals, which are notes and other documentation of trusted science and clinical experiments or from the students in your classroom, respected researchers and leader in the field should be used in the training.

Evidence-based education is very important that requires health-care professionals to write organized questions and then conduct database searches to find trustworthy and credible evidence.

Further, they must then critically appraise the research for its reliability, validity and applicability to a clinical context.

A combination of technologies & social media plays a critical role in this by promoting the integration of technologies, humanization of virtual interactions, and professionalization of learning is useful. Educators must also be properly taught and motivated to use new technology.

Nonetheless, these technologies and/or others not yet conceptualized will surely be incorporated into health care education as it evolves to meet the many challenges of 21st-century learning.

It is applied science.

Method is must through Practice of theory. The safety and hygiene to be precisely maintained, as 1st priority while applying care.

Am in line with Fatema Miah

My personal experience=good nurse=survival.

The out come based teaching and learning should be the best method of education for the nurses. Among the 3 domains of learning viz knowledge, skill and attitude (generic skills), more emphasis can be given on professional skills and generic skill (communication, collaboration, professionalism, advocacy, mangership, empathy building and may be other arts).

As collaborator of physician, when nursing learning for Higher education designed, a specified unit learning should be assigned. For example the MSc nurses in UK doing an excellent job when they are assigned for specific job (managing patients with syncope /CCU nurses /stress tests).

An integrated service to a patient is only possible if nurses are assigned to very specific services. So their higher education learning should be highly specialised.

Chowdhury/Chaudhury Meshkat Ahmed

Explained the approved summative of teaching-learning skills application.

The effectiveness of different teaching methods on medical or nursing students

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7535560/

I would recommend a combination of different teachig methods. The best is always demonstration which gives better retention. Interactive style of teaching always is better. The clinical teaching methods like bedside rounds makes the process keep going