Claim OwnershipNurse Educator Tips for Teaching
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Whether you are a beginning or an experienced nurse educator, you will get new ideas for your teaching in this podcast. Experts share teaching strategies you can use with your nursing students.
464 Episodes
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Drs. Lori Moore, Ashleigh Bowman, Candice Selwyn, Bailey Mosley, and Jennifer Anderson describe forensic nursing and why this content is important for prelicensure students to learn: as nurses, they will care for patients who are victims of abuse. The authors integrated forensic nursing concepts throughout their nursing curriculum (1 hour of lecture and experiential activities in each course). The authors share teaching strategies for integrating these concepts into specialty courses (obstetrics and pediatric). Additional strategies and resources are provided in their article.
Open Educational Resources (OERs) are high-quality, freely accessible educational tools that promote accessibility and foster global knowledge sharing. Faculty developed 2 OER textbooks that students access freely to supplement their learning in their nursing theory courses. These OERs aim to increase critical thinking, clinical judgment, and application of knowledge to real-world clinical contexts. This podcast with Dr. Kateryna Metersky and article present how one school of nursing uses OER resources to promote critical thinking in prelicensure students.
In clinical education, “teaching up” refers to instances when students tactfully share updated clinical information with preceptors who may not be up to date on recent evidence-based practices. In this podcast and article , Drs Ragan Johnson, Janelle Bludorn, and Brittany Macon-Davis describe this challenges for students and offer 2 methods of preparing students to educate their preceptors. In the graduate nursing program, after a prebrief, students role-played scenarios, including outdated asthma guidelines, with faculty serving as preceptors. A structured debrief on giving and receiving feedback, role of power dynamics in professionalism, and psychological and patient safety with the entire class followed with opportunities for students to share various language suggestions. The PA program used a self-directed approach where learners role-played scenarios in which a PA student addressed a preceptor using outdated hypertension guidelines. Structured questions explored giving and receiving feedback and interacting with supervising physicians.
Incivility in undergraduate nursing education is a complex, multifaceted issue. Student-to-faculty incivility can be characterized by behaviors that negatively impact the faculty’s ability to perform and enjoy their job. This podcast with Rebecca Weaver (and article) discuss the need for targeted interventions and institutional strategies to address incivility in the academic setting.
The authors developed a guided writing method for an undergraduate nursing course by incorporating 3 active learning strategies: in-class writing workshops, guided worksheets, and real-time collaboration using peer-review teams. By providing students with dedicated time for in-class writing, students avoid procrastination, reduce reliance on AI, and are encouraged to access available resources such as the library and writing and tutoring center. The course was redesigned so that 50% of class time is workshop-based. Drs. Cibele Webb and Nicole Mentag describe this innovation in this podcast and article.
For nursing students, a gratitude jar promotes mindfulness and gratitude by encouraging reflection on the positive aspects of their lives. Dr. Catherine Stubin introduced this method at the start of the semester in a Capstone course with undergraduate senior nursing students, aiming to cultivate a more mindful and appreciative attitude. Students maintained a daily gratitude jar as an at-home exercise, reflecting on the positives in their lives. At the semester’s end, they were encouraged to read through their collected notes and reflect on what they were grateful for. Dr Stubin describes this strategy for promoting students’ mental health wellness in the podcast and article and how it can be used in any undergraduate or graduate nursing course.
In this podcast, Dr. Laura Klenke-Borgmann describes their reverse-engineered roadmap, using the SimZone system, to develop a competency based education simulation curriculum that culminated with an individual objective structured clinical examination (OSCE). OSCEs also were used to provide deliberate skill practice and small group simulation practice, leading to a summative OSCE. This approach (described further in their article) is a model for other nursing programs to implement competency-based curricula through leveled simulations and iterative learning.
Students from diverse racial-ethnic groups or those who have encountered racism, discrimination, violence, or community unrest are more likely to experience trauma, which impacts their ability to learn. In this podcast and article, Dr. Rana Najjar, who is an expert in trauma-informed (TI) education, provides TI strategies that educators can use to address inequities and enhance the teaching and learning experience for students and faculty.
In this podcast, Faith A. Tissot, RN, MSN-Ed, CCRN, a PhD student at Texas Woman’s University, Houston, Texas, explains Nursology.net and the many resources on the website for nurse educators. Nursology.net supports educators in teaching and applying nursing theory and philosophy in both academia and clinical areas and provides many opportunities for collaboration, dialogue, and contributions from educators and nursing students. There also is an Education Exemplars page at https://nursology.net/exemplars/education-theory/. You can sign up for Nursology.net emails at https://nursology.net/contact/. It’s FREE.
Standards for simulated patient encounters have been developed; however, the sequencing of simulation experiences has not been well-established. Sequencing purposefully manipulates the order of nursing content delivery including didactic, simulation, and clinical practice. Limited research has prevented the development of sequencing standards that may improve student learning. Learn more about simulation sequencing in this podcast with Brandy Falconer and the few studies that have been done.
Empathetic communication is a cornerstone of high-quality, patient-centered nursing care, especially in palliative end-of-life situations. Students report anxiety and uncertainty with having difficult conversations with patients in both the simulated and clinical setting. A Choose your Own Adventure Game allows students to explore different approaches to communication, receive immediate feedback, and experience the true impact of their words on patient outcomes. In this podcast and article, Judith Caroline Quick describes this approach and how it builds confidence in students, allowing them to practice without judgment before communicating with patients in the clinical setting.
Many faculty teaching in DNP programs lack preparation for guiding DNP student scholarship. A large multicampus college of nursing invested in an interdisciplinary DNP faculty development retreat to increase faculty scholarship and strengthen their ability to mentor DNP student projects. Positive outcomes of the retreat included participants’ improved confidence in implementing evidence-based practice quality improvement (EBPQI) methods and an increase in DNP student and faculty publications. In this podcast and article, Drs. Jayne Dunlap and Julee Waldrop describe the retreat and include resources for readers to use in their own programs. They also explain the Mountain Model for EBPQI, which presents a new evidence-searching question as an alternative to the PICO. Their article is open access. Share their article widely with faculty teaching in your DNP program, with your students, and with other educators and clinicians.
Integrating night shift clinical experiences into nursing programs offers unique benefits, fostering essential skills often overlooked during daytime clinicals. For faculty considering this integration, the slower pace and distinct dynamics of night shifts provide diversity for professional growth opportunities among students. This podcast with Dr. Vanessa Segura presents a high-impact teaching strategy that helps students assess, plan, implement, and evaluate care in patients during the night shift. The podcast focuses on a comparison between day shift and night shift learning. Learn more about these experiences in Dr. Segura's Teaching Tip.
Practice-based learning is essential in nurse practitioner (NP) education; however, lack of clinical placement opportunities results in variability in clinical experience. Dr. Erin Ziegler and her team developed 4 virtual simulations (VS) covering concussion management, medical assistance in dying, memory concerns in older adults, and prescribing medical cannabis and evaluated their usability, engagement, and impact across 3 Canadian universities. Students’ competencies improved significantly for all of the VS, with highest improvement in concussion management. Scores on the Classroom Instructional Support Perception indicated high usability and engagement with the VS, underscoring their effectiveness. Read more about the development of these VS in their Article.
Student development of communication skills is essential for professional practice. To address this, a structured peer review process was implemented in a beginning nursing course, providing students with opportunities to engage in scholarly discourse, refine their writing, and practice crucial conversations in a supportive environment. The teaching strategy involved 3 peer reviews throughout the semester. In this podcast and article, Dr. Kristen Tobin and Christina Buxton explain how they structured the peer review process across the semester and its impact on students’ communication skills and confidence.
Classroom Assessment Techniques (CATs) engage learners at lower levels of Bloom’s Taxonomy. In this podcast, Dr. Andrew Richards and Mr. Zachary Hall discuss how they developed a CAT known as the Five-Minute Peer Writing Activity to promote engagement at a higher level among students in the classroom setting. Read more about this innovative, interprofessional strategy in their article in Nurse Educator.
Evidence-based guidelines about textbook selection in nursing are lacking. Lucille Downing discussed their study to identify the essential characteristics in nursing textbooks based on a survey of faculty members across the United States.Faculty had a strong preference for textbooks emphasizing clinical judgment and application to practice, with content being the top priority. Additionally, instructor resources, such as test banks and teaching strategies, were prioritized within supplemental resources. Few participants reported formal training in textbook selection. Details about the study are provided in their article.
An unfolding case study for a complex concept such as chronic pain management can be scaffolded across a curriculum to better prepare future nurses for practice. This podcast with Dr. Kari Firestone presents a 4-term unfolding case study that was developed to address gaps in students’ learning. It was aligned with the American Association of College of Nursing Essentials and followed a patient from acute to chronic pain transition. Details are provided in their article.
Are your students unclear about the purpose of evidence-based practice (EBP) and need to learn this content? Listen to this podcast with Dr. Cassandra Ford and read her article. She developed a strategy to help students connect EBP to other nursing courses: the Course Connection Table. She shares the Course Connection Table with readers.
Nurse educators often face challenges in highlighting the clinical relevance of evidence-based practice (EBP) and quality improvement (QI) in undergraduate nursing courses. To address this, faculty collaborated with clinical partners to create a novel strategy aimed at bridging the gap between classroom learning and clinical application. Students used unit-based report cards for a fictional hospital, EBP General Hospital, modeled after real-world trends in patient outcomes established within the partnering academic hospital. Report cards were created for distinct units and emphasized trends of nurse-sensitive indicators. Bryce Catarelli, Jamie Dees, and Akela Edwards describe this teaching strategy in this podcast and article.
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The quality of voices is horrible