Teaching strategies for nurse educators

著者

    • DeYoung, Sandra

書誌事項

Teaching strategies for nurse educators

Sandra DeYoung

Prentice Hall, c2009

2nd ed

  • : pbk

大学図書館所蔵 件 / 全13件

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

Updated in a new second edition, this readable book prepares graduate nursing students to be nurse educators in settings of staff development, patient education, or academia-covering commonalties of teaching that pertain to all three. Practical information and cutting-edge content emphasize the theories and strategies most likely to be used in the field.

目次

Preface xi Acknowledgments xiii Contributing Authors xiii Reviewers xiii PART I: TEACHING AND LEARNING 1 CHAPTER 1 Good Teaching 3 Hallmarks of Good Teaching 3 Teacher Style 8 Seven Principles of Good Practice in Undergraduate Education 9 Nurses as Teachers 10 References 12 CHAPTER 2 Learning Theory 14 Learning Theories 14 Types of Learning 26 Learning Styles 30 References 36 CHAPTER 3 Motivation and Behavior Change 39 Learner Characteristics 39 Planning for Learning 41 Motivation and Behavior Change Theories 44 Summary 53 References 54 CHAPTER 4 Literacy 56 Literacy Levels 56 Reading Levels 56 The Importance of Adequate Literacy 58 Assessing Literacy 59 Teaching People with Low-Literacy Skills 60 Developing Printed Educational Materials 61 Information Literacy 65 References 68 CHAPTER 5 Multicultural Aspects of Learning 70 Learning About Culture 70 The Culture of Teachers and Learners 73 Teaching Strategies 77 Communication Issues 80 References 86 CHAPTER 6 Planning and Conducting Classes 89 The Planning Sequence 89 Selecting Teaching Methods 96 Choosing a Textbook 98 Planning Assignments 103 Conducting the Class 105 References 108 PART II: TEACHING STRATEGIES 109 CHAPTER 7 Traditional Teaching Strategies 111 Lecturing 111 Discussion 120 Questioning 123 Using Audiovisuals 129 The Interactive Lecture 134 References 135 CHAPTER 8 Activity-Based Teaching Strategies 138 Cooperative Learning 138 Simulations 141 Problem-Based Learning 151 Self-Learning Modules 155 References 162 CHAPTER 9 Computer Teaching Strategies 168 Computer Technology and Learning 168 Computer-Assisted Instruction 170 Computer-Managed Instruction 176 The Internet 178 Virtual Reality 181 References 183 CHAPTER 10 Distance Learning 186 Advantages and Disadvantages of Distance Learning 186 Clinical Education in Distance Learning 187 Interactive Television Classes 187 Distance Learning via the Internet 191 References 198 CHAPTER 11 Teaching Psychomotor Skills 201 History of Teaching Psychomotor Skills 201 Learning Psychomotor Skills 203 Approaches to Teaching Skills 209 Assessment of Psychomotor Skill Learning 212 Which Skills Should be Taught? 212 References 214 CHAPTER 12 Promoting and Assessing Critical Thinking 217 Defining Critical Thinking 218 Distinguishing Critical Thinking from Other Concepts 222 Ways We May Inhibit the Critical Thinking of Nursing Students 223 Strategies that Enhance Critical Thinking 224 Assessing Critical Thinking 231 Conclusion 233 References 235 CHAPTER 13 Clinical Teaching 239 Purpose of the Clinical Laboratory 239 Models of Clinical Teaching 241 Preparation for Clinical Instruction 245 Conducting a Clinical Laboratory Session 246 Evaluating Learner Progress 253 Clinical Evaluation Tools 257 References 259 CHAPTER 14 Assessing and Evaluating Learning 263 Classroom Assessment 263 Evaluation of Learning 267 Test Item Analysis 277 References 280 PART III: THE PROFESSIONAL TEACHER 283 CHAPTER 15 The Faculty Role 285 Finding the Right Educational Setting 285 The Appointment Process 285 Reappointment,Tenure, and Promotion 287 Teaching Assignments and Academic Freedom 289 Curriculum Development 290 Student Advisement 290 Program Assessment 291 Committee Work 291 Accreditation 292 Faculty Development 292 Legal Aspects of Teaching 293 Why Do People Become Faculty Members? 294 References 296 Index 297

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