Title Innovative Strategies in Teaching Nursing
Subtitle Exemplars of Optimal Learning Outcomes
Author Emerson E. Ea, Celeste M. Alfes
ISBN 9780826161093
List price USD 70.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 344
Book size 178 x 254 mm
Publishing year 2021
Original publisher Springer Publishing Company
Published in India by .
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Sales territory Bangladesh, India, Pakistan, Sri Lanka
Status New Arrival
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Description:

This innovative text delivers more than 40 evidence-based teaching strategies that educators can use to engage nursing students and enhance their learning in a variety of teaching environments. It provides a wealth of new teaching designs both novice and experienced faculty can use to inspire and motivate learners in the classroom through simulation, online, and in community or hospital settings. Strategies developed by leading clinical nursing and health educators characterize nursing education as a dynamic and highly specialized field that stems from meaningful interactions between learners and educators.

For ease of comparison, each practical teaching strategy is organized in a consistent format to include student-centered competencies and nursing education accreditation standards. The text also provides a template and a step-by-step guide on how to customize the strategies to fit the needs of learners and educators. The designs include an emphasis on applications of technologically enhanced innovations in nursing education, interdisciplinary collaboration, and the use of the humanities and art. This text answers the ongoing call for interprofessional education necessary to prepare the next generation of expert nurses in the rapidly changing environment of healthcare.

 

Key Features:

  • Evidence-based research used in the development of each teaching strategy
  • Groundbreaking practices in a variety of environments will challenge the discipline and spark additional innovations throughout nursing
  • Each chapter provides optimal learning outcomes and teaching objectives, preparation resources, modules of implementation, methods to evaluate the effectiveness of each strategy, outlined limitations, and accreditation standards
  • Instructor’s Manual included


Contents:

Contributors

Foreword (Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP)

Preface

Acknowledgments


PART I: DIDACTIC TEACHING STRATEGIES

Chapter 1. Cultivating Diagnostic Decision-Making With Problem-Based Learning: From Most Likely to Least Likely (Mary M. Brennan)

Chapter 2. Nursing Tutorials for Student Success (Theresa Bucco)

Chapter 3. Critical Thinking Innovation and the Nursing Process: Sunflower Diagram (Theresa Bucco and Sandy Cayo)

Chapter 4. Prescriptive Journaling (Carolynn Spera Bruno and Catherine Rice)

Chapter 5. PEARLS: Modified Problem-Based Learning for Building Advanced Scientific Foundations, Promoting Critical Thinking, and Facilitating Role Transition in Early Advanced Practice Nursing Students (Michael Cassara, Barbara A. DeVoe, and Renee McLeod-Sordjan)

Chapter 6. Self-Care Strategies to Foster Well-Being (Elizabeth R. Click)

Chapter 7. Nursing Ethics and Health Policy Poster Assignment and Poster Session (Michele Crespo-Fierro and Karyn L. Boyar)

Chapter 8. Public Health Crisis Capstone Presentations to Learn Public Health Nursing Competencies and Roles (Michele Crespo-Fierro, Cheryl Nadeau, Stacen Keating, and Medel S. Paguirigan)

Chapter 9. Integrating Ethics Across the Curricula: Innovations in Undergraduate and Graduate Nursing Education (Michael J. Deem, Eric Vogelstein, and Mary Ellen Smith Glasgow)

Chapter 10. Team-Based Learning in a First-Year Nursing Informatics Course (Colin K. Drummond)

Chapter 11. Human-Centered Design Thinking and Clinical Workflows in Nursing Informatics (Mary Joy Garcia-Dia)

Chapter 12. Conducting a Health Impact Assessment to Develop Population Health Competencies: An Example of Problem-Based Learning (Robin Toft Klar)

Chapter 13. Communicating With Vulnerable Youth and Families (Faye A. Gary)

Chapter 14. Integrating NCLEX® and Practice Readiness in an Undergraduate Leadership Course (Selena A. Gilles, Angela Godwin, and Sandy Cayo)

Chapter 15. Critical Reflections (Maria A. Mendoza)

Chapter 16. Facilitating Active Learning and Critical Thinking in Large Classrooms Utilizing Collaborative Learning and Technology (Noreen Nelson)

Chapter 17. From Cyberspace to Classroom Space (Marian Nowak)

Chapter 18. Bringing Research to Life for Undergraduate Nursing Students Using a Design Thinking Model (Joanna Seltzer Uribe, Karyn L. Boyar, and S. Raquel Ramos)

Chapter 19. Innovative Use of Concept Care Planning in a Large Class (Karla Rodriguez, Karyn L. Boyar, and Emerson E. Ea)

Chapter 20. Hot Topic Thinkoffs: Classroom-Based Experiential Learning Through Student Nurse Debates (Patricia A. Sayers)

Chapter 21. Refining Assessment Skills With Artwork and Photographs (Desiree Sanders and Mary T. Quinn Griffin)

Chapter 22. Innovations in SANE Program Education: Introduction of Mock Trials (Amy J. Smith, Stefanie M. Keating, and Renee Mcleod-Sordjan)

Chapter 23. Role Play for Qualitative Interviewing Skills (Lourdes Marie S. Tejero)

Chapter 24. Pathophysiology in Action Through the Use of Unfolding Case Studies (Donna M. Thompson and Amy D. Lower)

Chapter 25. Developing Advocacies in Nursing Courses: Nurturing Compassion and Leadership (Gian Carlo Sy Torres)

Chapter 26. Using the Power of Art to Teach Evidence-Based Practice (Joachim Voss, Irena L. Kennely, Siobhan Aaron, Sarah Kabot, and Michael Meier)

 

PART II: CLINICAL/SIMULATION TEACHING STRATEGIES

Chapter 27. Simulations for the APRN: Utilizing a Standardized Template to Ensure Best Practices (Celeste M. Alfes and Elizabeth P. Zimmermann)

Chapter 28. Mock Page Exercise for the Development of Communication and Clinical Decision-Making Skills (Angela Arumpanayil and Chris Winkelman)

Chapter 29. Use of Case Scenarios and Simulation in Teaching Critical Care Nursing (Aprille Campos Banayat, Aldin D. Gaspar, Josephine E. Cariaso, and Sheila R. Bonito)

Chapter 30. Learning Motivational Interviewing Through the Experiential Lenses of Provider and Patient (Babette Biesecker)

Chapter 31. Use of Case Scenario and Tabletop Exercise in Teaching Field Triage in Disaster Nursing (Bettina D. Evio and Sheila R. Bonito)

Chapter 32. Interprofessional Simulation: Perioperative Crisis Management (Catherine Hillberry)

Chapter 33. The Use of Reflective Journaling to Decrease Anxiety in Providing End-of-Life Care in the Critical Care Clinical Setting (Julie Hopkins)

Chapter 34. Integrating Interprofessional Education Into Public Health Clinical Settings (Jesse Honsky and Anastasia Rowland-Seymour)

Chapter 35. Case Scenarios and Simulations for Student Success (Rose Iannino-Renz)

Chapter 36. Integration of Mixed Modality Technology to Promote Learning in the Use of Longitudinal Rolling Case Studies (Stefanie M. Keating and Andrew Rotjan)

Chapter 37. Effective Debriefing in Simulation (Beth Latimer and Natalya Pasklinsky)

Chapter 38. Standardized Handoff for Quality and Safety (Fidelindo Lim)

Chapter 39. Bedside Rounding: A Patient- and Learner-Centered Post-Conference (Fidelindo Lim)

Chapter 40. Think Aloud and Expert Modeling (Margaret O. McElligott, Mary T. Quinn Griffin, and Karin Cooney-Newton)

Chapter 41. Teaching Essential Communication Strategies for a Comprehensive Well-Child Visit Using Simulation With Family Nurse Practitioner Students (Saribel Garcia Quinones and Jennifer L. Nahum)

Chapter 42. Interprofessional Clinical Education for APRNs and Dental Students (Carol L. Savrin)

Chapter 43. Patient Care in an Intense Situation Within an Unstructured Environment (Elizabeth P. Zimmermann, Celeste M. Alfes, and Andrew P. Reimer)

Chapter 44. Strategies to Facilitate Learning in the Large Classroom: Team-Based Learning and the Use of Professional Social Media (Karyn L. Boyar and Karla Rodriguez)

Index


About the Editors:

Emerson E. Ea, PhD, DNP, APRN, FAAN, is assistant dean and clinical associate professor at New York University (NYU) Rory Meyers College of Nursing. His areas of scholarship interests include nursing education and innovation, immigrant health and well-being, and cardiovascular health.

He has published peer-reviewed articles and authored/coauthored books and several book chapters on topics that relate to work and personal-related outcomes among internationally educated nurses, Filipino immigrant health, gerontological nursing, and nursing education and practice. Dr. Ea was part of the inaugural cohort of the American Academy of Nursing Jonas Policy Scholars working with the Cultural Competence and Health Equity Expert Panel (2014–2016). He is a Fellow of the American Association of Colleges of Nursing Leadership in Academic Nursing Program (LANP), the New York Academy of Medicine, and the American Academy of Nursing. Among his many awards are the Nursing Research Award from the Philippine Nurses Association of New York, the NYU Rory Meyers College of Nursing Undergraduate Student Nurses Organization Distinguished Faculty Award, the Most Outstanding Nursing Alumnus Award (Nursing Research Category) from the University of St. La Salle, Philippines, the 2015 Asian American Pacific Islander Nurses Association Scholarship Award, and the 2018 Alumni Excellence Award from Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. He is chair of Kalusugan Coalition, a community organization whose aim is to promote cardiovascular health among Filipino Americans in the New York metropolitan area. He received a Citation of Honor from the President of the Borough of Queens, New York, as recognition for his contribution to the Filipino American community.

Celeste M. Alfes, DNP, MSN, RN, CNE, CHSE-A, FAAN, is associate professor and director of the Center for Nursing Education, Simulation, and Innovation at the Frances Payne Bolton School of Nursing, Case Western Reserve University (CWRU) in Cleveland, Ohio. She earned a bachelor of science in nursing (University of Akron), master of science in nursing (University of Akron), and doctor of nursing practice (CWRU). With a background in critical care nursing, she has 21 years of experience teaching baccalaureate, master’s, and doctoral nursing students. Dr. Alfes has made significant contributions, pioneering simulation training for flight nurses globally including the development of North America’s first high-fidelity helicopter simulator adapted for flight nurse training; consultations to Japan’s first Acute Care Nurse Practitioner Flight Nursing program; and the development of training and research partnerships with the U.S. Air Force and the National Center for Medical Readiness. Under her direction, the Dorothy Ebersbach Academic Center for Flight Nursing at CWRU has had a global impact producing research, scholarly publications, training protocols, and consultations with air medical transport leaders from academia, practice, industry, and military sectors. Dr. Alfes has been a coinvestigator on funded research projects with the Laerdal Foundation of Norway, the U.S. Air Force Research Laboratory, and the MedEvac Foundation International to improve air medical and critical care transport nurse training nationally.


Target Audience:

Useful for academicians of nursing.

 
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