Teaching Methods
Facilitating the transformation from nursing student to nursing professional requires a mutually respectful relationship. It is my belief that educators and learners are transformed through the learning process. Sharing knowledge in a variety of settings, including classrooms, simulation labs, clinical experiences, and online activities, enables me, as an educator, to provide multiple experiences for learners to acquire and absorb knowledge. In addition, utilizing multiple techniques such as discussions, narrative pedagogy, case studies, demonstrations, and hands on experiences provide students varied opportunities to transform theoretical knowledge into actual clinical experiences. Through the use of these techniques I employ audio, visual, tactile, and kinesthetic modes to accommodate individual preferred learning styles.
Likewise, utilizing techniques such as reflection on practice, Socratic questioning, and other self-evaluative learning techniques, learners are engaging their emotions in the teaching learning process. Allowing each learner the opportunity to connect individually with the information through reflection on previous knowledge, learners connect, or scaffold new information with known concepts and assumptions. These connections make the understanding of the new information deeper, and the ability to recall the new information more efficient.
Utilizing individual’s experiences, backgrounds, talents, and learning preferences I provide students multiple styles and opportunities to learn. Assessing learning with varied techniques and placing the focus more on individual progress and less on standardized evaluation demonstrates the priority of the individual learner in the transformative process. Individual assessments provide me with the most accurate information to tailor my teaching style, and to empower learners to strengthen weaknesses while remaining focused on the goal of transformation to independent practitioner. Providing individual feedback of learners' performance, and seeking learners’ feedback regarding my performance enhances the educational relationship, allowing everyone the opportunity to reflect on practice, self-evaluate, transform and flourish.
Likewise, utilizing techniques such as reflection on practice, Socratic questioning, and other self-evaluative learning techniques, learners are engaging their emotions in the teaching learning process. Allowing each learner the opportunity to connect individually with the information through reflection on previous knowledge, learners connect, or scaffold new information with known concepts and assumptions. These connections make the understanding of the new information deeper, and the ability to recall the new information more efficient.
Utilizing individual’s experiences, backgrounds, talents, and learning preferences I provide students multiple styles and opportunities to learn. Assessing learning with varied techniques and placing the focus more on individual progress and less on standardized evaluation demonstrates the priority of the individual learner in the transformative process. Individual assessments provide me with the most accurate information to tailor my teaching style, and to empower learners to strengthen weaknesses while remaining focused on the goal of transformation to independent practitioner. Providing individual feedback of learners' performance, and seeking learners’ feedback regarding my performance enhances the educational relationship, allowing everyone the opportunity to reflect on practice, self-evaluate, transform and flourish.