DNP 801 Annotated Bibliography

Annotated Bibliography of Teaching Strategies

Fiset, V. J., Graham, I. D., & Davies, B. L. (2017). Evidence-based practice in clinical nursing education: A scoping review. Journal of Nursing Education, 56(9), 534-541. https://doi.org/10.3928/01484834-20170817-04

The study explored elements required by the nursing students to apply the EBP knowledge in the clinical setting. The study indicates the need to focus on the teaching for a sense of salience rather than focusing on the knowledge de-contextualization. The knowledge acquired from the class must be made meaningful to the clinical setting and transform the attitudes and perceptions of the learners on various health practices and outcomes. Also, the teachers should create a conducive environment for interaction with their learners and equip them to think critically. On the other hand, the study also highlights the challenges that could hinder education facilitation. The main barrier is the lack of power that the students experience in the clinical setting to influence their practices. The study is relevant in this case because it helps in a better understanding of the education strategies and how their application varies from one setting to another. Furthermore, the source offers quality data relevant to the study.

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103-117. https://doi.org/10.3946/kjme.2020.159

The study highlights the various experiences for the nursing students on clinical experience. Furthermore, it identifies the measures that students can employ to promote and sustain the level of engagement in the EBP teaching process. Student engagement is important in the teaching process; therefore, the instructors must devise the most appropriate methods of keeping their learners engaged and interested in the course. The study also highlights the progress that has been made in the development of teaching strategies and their dynamics. Furthermore, the study highlights the importance of technology-based education and how nursing students can apply them in the clinical experience. The study finding is relevant as they help in further understanding the significance of having a better teaching strategy on the learner’s outcome. The article provides detailed and quality data that equips one for better clinical experiences.

Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z

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The study explored the strategies for teaching evidence-based practices. Evidence-based practices have become a common and important approach to addressing the healthcare needs such as the increasing incidences of obesity among others. The study reports the interactive teaching method as more effective in achieving health outcomes among the targeted populations. Some of the learning outcomes linked with the interactive teaching strategy include improving critical thinking and analytical skills. The article is relevant for this study because it helps in understanding the role of interactive learning in promoting better patient education outcomes. The goal of patient education is to empower them with self-care skills; however, they must always consult their healthcare providers in every decision they make. The study provides information useful in understanding the approaches to evaluate the teaching outcomes among the patients; both direct and indirect methods.

Iquize, R. C., Theodoro, F. C., Carvalho, K. A., Oliveira, M. D., Barros, J. D., & Silva, A. R. (2017). Educational practices in diabetic patient and perspective of health professional: A systematic review. Jornal Brasileiro de Nefrologia, 39(2). https://doi.org/10.5935/0101-2800.20170034

The study analyzed the implications of nursing education to diabetic patients and so contributes significantly to clinical practice knowledge. The study also emphasized the need for self-management education for diabetic patients to minimize their hospital visits and admission. Nurses interact regularly with the patients and so have a critical role in educating the patients with the necessary information. Besides, the EBP practices involve community health awareness programs aiming at reducing the disease burdens among the populations. The nurses must be able to transform their learning experiences into practical applications. The study is relevant because it highlights the dynamics nurses encounter in clinical practices and how to address them and provide appropriate education to the learners.

Jack, B. A., Kinloch, K., & O’Brien, M. R. (2019). Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care. Journal of Clinical Nursing, 28(9-10), 1819-1828. https://doi.org/10.1111/jocn.14786

The study explored the perception of the nurses on the strategies developed to equip them with the knowledge to teach end-of-life care. The study highlights that nurses may lack specific education development to equip them with teaching skills. The study also indicated that adequate preparations give the learners the confidence to disseminate knowledge appropriately to learners. While the study focuses on teaching end-of-life education, it is still relevant to the current setting which focuses on diabetes, a chronic illness. Adequately prepared nurses will deliver effective teaching to their learners during the clinical practice. Additionally, the study highlights the importance of analyzing the learner’s characteristics in identifying the most appropriate teaching strategy. For example, teaching for the adults will automatically differ from the strategy employed among the children. The study provides accurate and reliable data that will help in better understanding the teaching strategies during clinical practice.

Manjula, G. B. (2018). Nursing students’ perception of the clinical learning environment: A qualitative study. International Journal of Nursing Education and Research, 6(3), 250. https://doi.org/10.5958/2454-2660.2018.00059.5

The study indicates clinical learning as an important aspect of nursing education. Exposure to the clinical environment allows the learners to apply the theoretical knowledge into real practice. Furthermore, the study identifies challenges in the clinical learning environment. The study highlights ineffective communication, emotional reactions, and inadequate readiness as the major factors that hinder the effectiveness of clinical teaching. The study is relevant because it provides data on the possible challenges likely to be encountered in clinical practices and how to address them. Proper preparation among the teachers facilitates learning and better outcomes among learners in the clinical set-up. Furthermore, the nurses must be confident and possess adequate knowledge on the topic of focus. The data provided is accurate and will enhance the teaching of proper lifestyle strategies and reduce the burden of obesity among the population.

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23. https://doi.org/10.4102/hsag.v23i0.1177

The study explored the role of the nurse educator in promoting the quality of health outcomes. Furthermore, it provides an insight into the educators’ experiences on the implementation of EBP and defines the significance of the education in the treatment outcomes. The study reinforced the importance of being supportive and positive towards the EBP education and learning process. The study indicates that EBP is important; however, the nurses must also ensure that they offer high-quality education and equip the patients with self-care competencies. The article is relevant in this study because they help in understanding the role of nursing education and strategies to use in ensuring the most effective method. Applying the correct teaching strategies ensures better outcomes in the realization of the goals.

Najafi Kalyani, M., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open, 9(7), e028052. https://doi.org/10.1136/bmjopen-2018-028052

The study explores the experiences of nurses to clinical experiences and how they responded to them. Understanding the patients’ health needs guides the nurses to provide customized care to their patients. The increasing incidences of diabetes and obesity among the population are linked to the low level of awareness and knowledge on the need to live healthily and engage in regular physical exercise. The article is relevant for this study as it provides relevant data on how nurses can improve the teaching approaches and realize better outcomes. The data provides are also accurate since the author presents various supporting information to justify the claims.

Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2020). Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: A scoping review protocol. BMJ Open, 10(1), e033214. https://doi.org/10.1136/bmjopen-2019-033214

The purpose of the study was to analyze the role of the critical thinking application for nursing students in academic and clinical contexts. The study indicates that teaching strategies must be consistent with the learning environment. Also, the approach should promote critical thinking rather than forcing the learners to cram the information they receive. The study high-lights critical thinking as an important tenet in nursing problem-solving. The teaching for the students may be different considering that the learning outcomes are different. Therefore, the current study helps in understanding how the nursing graduates can apply their learning experiences in teaching their patients on various topics. In this case, the focus is on reducing the burden of obesity among the population.

Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54-57. https://doi.org/10.1016/j.cnre.2016.06.002

The study explores various teaching strategies and their significance in the teaching paradigm. Selecting an appropriate teaching approach provides the most beneficial outcomes to the patients. Some of the teaching strategies include lecture, high-fidelity simulation, concept mapping, and online courses among others. Concept mapping stood out as one of the teaching strategies that promote positive outcomes. The approach allows the learners to think critically about problems and develop an appropriate solution. Furthermore, the study states that teachers should use realistic scenarios when providing nursing education. The study is relevant for this research because it provides information on the various teaching strategies and their significance. The information provided in the article is supported by sufficient evidence thus making it reliable. Clear illustrations with auspicious examples are provided to illustrate the applicability of the various teaching strategies.

References

Fiset, V. J., Graham, I. D., & Davies, B. L. (2017). Evidence-based practice in clinical nursing education: A scoping review. Journal of Nursing Education, 56(9), 534-541. https://doi.org/10.3928/01484834-20170817-04

Manjula, G. B. (2018). Nursing students’ perception of the clinical learning environment: A qualitative study. International Journal of Nursing Education and Research, 6(3), 250. https://doi.org/10.5958/2454-2660.2018.00059.5

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23. https://doi.org/10.4102/hsag.v23i0.1177

Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54-57. https://doi.org/10.1016/j.cnre.2016.06.002

DNP 801 Annotated Bibliography