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NR 536 Week 1 Discussion DQ1 Education Theory and Learners

NR 536 Week 1 Discussion DQ1 Education Theory and Learners

NR 536 Week 1 Discussion DQ1 Education Theory and Learners

Select the type of learner you will work with in the future (i.e., academic students, staff nurses, or patients/families); then debate the following question. Be sure to include pros and cons.

Many individuals state that “practice is the best teacher.” For these individuals, the application of the same knowledge and the same skill must occur repeatedly and often. In contrast, there are educators who state that a learner does not need to complete 10 bed baths or write 15 care plans. In their opinions, quality is more important than quantity.

Question: Applying your knowledge of educational theory from previous courses, which approach would be best for your learners—repeated practice or quality? How can learner confidence be developed with the method that you selected?

Please see the discussion guidelines and grading rubric by clicking on the link below.

Discussion Guidelines and Grading Rubric

OVERVIEW OF PHILOSOPHY

As earlier indicated, it is important for an educator to have a personal philosophy. Therefore, I have a personal philosophy regarding nursing education. My core beliefs regarding the purpose of nursing education is that a nursing education should an all-round education which does not only focus on the cognitive aspects but also the social and emotional aspects to help equip the nurses with the right skills in the rapidly changing nurse practice landscape. In addition, an appropriate nurse education should focus on emerging technology to help impart educational content appropriately. My core beliefs regarding the role of a nurse educator is that a nurse educator should focus more on helping the students learn care concepts and practice by focusing on the learners strengths to help bring out the best in them.

In addition, I also believe that a learner has to possess particular characteristics to effectively learn in this current age. A learner should be proactive and take part in knowledge creation as opposed to sitting back and only consuming knowledge. In addition, they should be able participate more in learner directed activities and embrace the use of technology to enhance learning. My core beliefs regarding the variables that influence teaching and learning is teacher-student relationship. Such a relationship should be more of a collaborative, with the teacher using skills and expertise to professionally guide the student into new learning using relevant strategies

APPLICATION OF EDUCATION THEORY

Educational theories are key to effective teaching and learning as they provide instructors or teachers with appropriate framework to base their teaching methods and strategies depending on the patient characteristics and the setting. Therefore, the chosen education theory is constructivism theory. According to this theory, learners take active roles in constructing knowledge as opposed to passively taking information. As such, as the learners come into contact with new learning and world experiences, they reflect upon them and build their own representations and integrate new information into their pre-existing knowledge. This theory aligns with the already described philosophy. For example, as part of the description given in the personal philosophy part, learners should actively take part in knowledge creation and not just sit back and be knowledge consumers. This is in sync with the constructivism theory that learners take active roles in knowledge construction.

SELECTED TEACHING METHODS

Teaching strategies ensure that the intended content is delivered to the students as intended. Therefore, it is important for an educators such as nurse educators to select the most appropriate teaching methods based on the nature of the students and the teaching and learning philosophy. Therefore, one of the chosen teaching methods is flipped teaching method. This is a teaching method where the instructor focuses on the active learning during the class time but offers the students the presentations or lecture material before the class. This allows the students to interact with the materials and perform additional research outside the class before attending the real class. This teaching method is consistent with my teaching philosophy since it engages students and triggers them to search for more information on their own, hence they are more actively involved in the learning process. This teaching strategy is also consistent with the educational theory as it provokes students to take an active role in knowledge construction. Flipped learning will help foster learning in the practice setting as the students will be able to take an active role in their professional development.

Another teaching strategy to be used is the teach-back method. This is a method which is used to confirm if the students have understood the content taught.  In most cases, the students are required to practically show the competency achieved and explain using their own words. This strategy also aligns with my teaching philosophy since it encourages students to be actively involved in the learning process. The teach-back method also consistent with the educational theory as it ensures that the students take active roles in learning by demonstrating what they have learned. It will help foster learning by ensuring that the students can perform  various tasks as has been taught in class. The next teaching strategy to be used is concept mapping. Concept mapping is a teachings strategy that engages students to know the relationship between facts. As such, students have to arrange knowledge in a way that allows them to have a deeper understanding of how various facts are related. It is also consistent with the philosophy and educational theory as it prompts students to be self driven in figuring out the relationships between various facts in a content.

REFERENCES

García-Peñalvo, F. J., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & Sánchez-Canales, M. (2019). Active peer-based Flip Teaching: An active methodology based on RT-CICLO. In Innovative trends in flipped teaching and adaptive learning (pp. 1-16). IGI Global. DOI: 10.4018/978-1-5225-8142-0.ch001

Sasan, J. M., & Rabillas, A. R. (2022). Enhancing English proficiency for Filipinos through a multimedia approach based on constructivist learning theory: a review. Science and Education3(8), 45-58. https://orcid.org/0000-0001-9897-7749

Wells-Beede, E., Sharpnack, P., Gruben, D., Klenke-Borgmann, L., Goliat, L., & Yeager, C. (2023). A scoping review of nurse educator competencies: Mind the gap. Nurse Educator, 10-1097. Doi: 10.1097/NNE.0000000000001376

Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal practitioner36(6), 284.

 

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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