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Instructional Strategies Setting Educational Theory Application to Learning Instructional Strategy Academic (ASN) Academic (BSN) Academic (MSN) Academic (NP) Direct Patient Teaching Nursing Homes Hospitals Community Health Primary Care Office © 2019. Grand Canyon University. All Rights Reserved. © 2011. Grand Canyon University. All Rights Reserved.
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Instructional Strategies in Nursing Education: A Multi-Level PerspectiveIntroduction
In the nursing discipline, the effective implementation of instructional strategies is crucial for the development of professional competencies among learners at different academic levels, including ASN (Associate of Science in Nursing), BSN (Bachelor of Science in Nursing), MSN (Master of Science in Nursing), and NP (Nurse Practitioner) programs. This paper explores various instructional strategies informed by educational theory and examines their application to learning in various contexts including direct patient teaching in nursing homes, hospitals, community health, and primary care settings.
Instructional Strategies Framework
1. Constructivist Learning Theory
Constructivist learning theory posits that learners build knowledge through experiences. It emphasizes active participation, where learners engage in problem-solving activities rather than passively receiving information (Brusilovsky & Millán, 2007). In nursing education, this can be effectively applied in clinical simulation scenarios that mimic real-world situations. For example, students in ASN programs can participate in role-playing exercises that simulate patient interactions to apply theoretical knowledge in practice (Dewey, 1938).
2. Experiential Learning Theory
Kolb’s (1984) experiential learning theory offers a framework that aligns perfectly with nursing instruction. This theory emphasizes the importance of reflection in the learning process. In MSN programs, students can engage in reflective journals post-clinical experiences, allowing them to evaluate their actions and decisions while reinforcing their learning (Rahimi, 2018). Through this reflection, they can better integrate theory with clinical practice.
3. Collaborative Learning
Collaborative learning strategies emphasize group work and peer-to-peer interaction, crucial in nursing education where teamwork is paramount. BSN programs can implement strategies like case-based learning in small groups, where students collectively analyze and discuss patient cases, leading to deeper understanding and retention of knowledge (Wang & Hu, 2020). This strategy fosters communication skills and prepares students for the interprofessional collaboration that is a standard in modern healthcare settings.
Application of Strategies to Different Nursing Levels
1. ASN Level
At the ASN level, instructional strategies should focus on foundational nursing skills. Lecture-based methods can introduce basic concepts, complemented by hands-on practice in skills labs. For instance, the application of simulation-based learning allows students to practice essential nursing skills in a controlled environment (Kirkpatrick & Kirkpatrick, 2009). Additionally, direct patient teaching in nursing homes can involve students conducting educational sessions, thereby enhancing their ability to communicate health information effectively (Arthur et al., 2019).
2. BSN Level
In BSN education, there is a shift towards more comprehensive patient care and the development of leadership skills. Strategies such as service learning can be beneficial, where students are engaged in community health initiatives (Billig, 2000). For example, students might be involved in health promotion campaigns, directly applying their theoretical knowledge to real-world problems while fostering civic responsibility and social awareness.
3. MSN Level
In MSN programs, the focus typically shifts toward advanced practice, theory, and leadership competencies. Instructional strategies such as problem-based learning (PBL) are prominent here (Barrows, 1986). Through PBL, students can tackle complex clinical problems, facilitating critical thinking and application of advanced clinical knowledge. Furthermore, students might also be involved in research projects, applying evidence-based practice in their coursework and contributing to scholarly work (Melnyk & Fineout-Overholt, 2018).
4. NP Level
Nurse practitioners require a high level of clinical judgment and decision-making skills. Therefore, case studies and simulations that present real-world clinical scenarios are essential instructional strategies at this level. In addition to theoretical instruction, NP students should engage in Direct Patient Teaching, developing their patient education and counseling skills. This is crucial, as research consistently shows that effective patient education leads to improved health outcomes (McCoy & Theeke, 2018).
Conclusion
Effective instructional strategies are vital in nursing education across different academic levels, providing a structured approach that enhances the learning experience and develops essential skills. By integrating educational theories such as constructivism, experiential learning, and collaborative learning, nursing educators can create rich learning environments. Applying these strategies in real-world contexts such as direct patient teaching in nursing homes, hospitals, community health, and primary care enables students to connect theory with practice, promoting competence and confidence in their clinical skills.
References
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5. Dewey, J. (1938). Experience and Education. New York: Macmillan.
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10. Rahimi, R. (2018). Reflections on Experiential Learning: A Nursing Perspective. Nurse Education Today, 66, 56-59.
11. Wang, Y., & Hu, D. (2020). Enhancing Nursing Students' Critical Thinking: A Comparative Study of Case-Based Learning and Traditional Learning. Journal of Nursing Education, 59(4), 189-195.