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Overview of Teaching Methods in Nursing Education Lubica Rybarova.

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SMALL GROUP TEACHING. By the end of this session you would be able to : 1- describe different types of small group 2- describe the role of the teacher.

1 Small group teaching. 10/10/ What is a small group: Small groups are not determined by number, but by certain characteristics: – Active student.

Module 5 Educational and Research Applications 1.

How Do I Know I’m Teaching Effectively?

Simulation in the Undergraduate Nursing Curriculum at Queen’s University Belfast: Clinical Skills, OSCE, ILS, High Fidelity Simulation.

1 Welcome to Module 1 Principles of Mathematics Instruction.

Chapter 12 Instructional Methods

Training and assessing. A background to training and learning 1.

QUALITY ASSURANCE PROJECT Improvement Coach The purpose of this session is to introduce participants to the role of the improvement coach and prepare for.

Instructional Strategies Instructional strategies – refer to the arrangement of the teacher, learner, and environment Many different types – we will explore.

Interstate New Teacher Assessment and Support Consortium (INTASC)

Chand Chauhan Yvonne Zubovic FACET Retreat May18, 2013.

Educational Solutions for Workforce Development Unit 1: Inter-professional and Adult Learning Aim Explore the concept of inter-professional learning Provide.

As a Teaching Strategy Ellen Plummer, RN Melissa Lewis, RN.

ROLE-PLAY AS A TEACHING METHOD

Also referred to as: Self-directed learning Autonomous learning

Problem based learning (PBL) Amal Al Otaibi CP, MME.

Quality Education for a Healthier Scotland Multidisciplinary Teaching Methods (including small groups) Promoting multiprofessional education and development.

Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

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Faculty Toolkit for Innovation in Curriculum Design

In 2008, the NLN Task Group on Innovations in Curriculum Design was formed with the mission of promoting excellence and innovation in curriculum design. The task group included the following experts in nursing education: Linda Benedict, MA, RN; M. Sharon Boni, PhD, RN; Pat Bradley, PhD, RN, CNE; Linda Carpenter, PhD, RN, CNE; Jean Giddens, PhD, RN; Janet Grady, DrPH, RN, ANEF; Marian Kovatchitch, MS, RN; Lynne P. Lewallen, PhD, RN, CNE; Barbara McLaughlin, DNSc, RN, CNE; Janet Phillips, PhD, RN; Jerelyn Resnick, PhD, RN; Judith P. Ruland, PhD, RN, CNE; and Nancy Stuever, EdD, RN. Linda Benedict chaired the task group. The group was divided into two work groups: one work group developed a repository of current curriculum innovations and the other work group developed the Faculty Toolkit for Innovation in Curriculum Design. The authors of this toolkit are: Linda Carpenter, Marian Kovatchitch, Lynne Lewallen, and Jean Giddens.  This toolkit comprises three sections:

• A curriculum report card (DOC)
• A resources section (DOC)
• A section containing exemplars in teaching strategies and curriculum (DOC)

The first two sections were developed using the curriculum and innovation indicators in the NLN Hallmarks of Excellence in Nursing Education. The exemplars were chosen based on a task group study of schools self-identified as having innovative curricula. The report card is designed to be used by nursing programs to assess their curricula. If you are assessing more than one nursing program, assess each one separately. Answer the questions in each section with your curriculum in mind. Each item can be ranked from “0” (no implementation in your curriculum) to “4” (full implementation in your curriculum).

Although there are no specific numerical cut-points, the areas where your curriculum scores highest are the areas where it most aligns with the curriculum and innovation hallmarks in the NLN Hallmarks of Excellence. Areas where your curriculum scores lowest are areas for your faculty to work on. Each section of the report card is linked to a specific part of the resources section. Note the number of the section of the report card where your curriculum scores lowest, and go to the corresponding area of the resources section for articles, books, and websites that address this hallmark. The exemplars at the end of the resources section represent general innovative ideas and do not correspond directly to a report card section.

Home / Nursing Articles / Innovative Teaching Strategies in Nursing Education

Innovative Teaching Strategies in Nursing Education

Simulation-based learning, flipped classroom model, team-based learning, virtual reality and augmented reality, case-based learning, e-portfolios, interprofessional education, latest articles & guides.

Nursing education is at the forefront of preparing healthcare professionals to meet the demands of a rapidly evolving healthcare landscape. As the healthcare industry continues to advance, nurse educators must embrace innovative teaching strategies to equip their students with the knowledge and skills needed to excel in their careers. These strategies enhance students’ clinical competence and foster critical thinking, communication, and problem-solving abilities. In this article, we will explore some of the most effective and cutting-edge teaching approaches in nursing education to allow those in search of nurse educator jobs to empower the next generation of nurses to significantly impact patient care and healthcare delivery.

Learn more about nurse educator programs .

Simulation-based learning has revolutionized nursing education by providing students with a safe and controlled environment to practice critical clinical skills. Through realistic patient scenarios and high-fidelity simulators such as vSim , nursing students can develop confidence and competence before interacting with real patients. For example, nursing students might encounter a virtual patient experiencing respiratory distress in a simulation-based learning activity. They must quickly assess the situation, prioritize interventions, and administer appropriate treatments. This hands-on approach allows students to make mistakes, learn from them, and build confidence before encountering real patients. Simulation-based learning enhances clinical decision-making and teamwork among nursing students, ensuring they are well-prepared for the challenges of the healthcare setting.

The flipped classroom model transforms traditional teaching by moving content delivery outside the classroom. Students access online lectures, videos, or readings independently, allowing class time to be dedicated to interactive and hands-on learning activities. Nursing students engage in group discussions, problem-solving exercises, and case studies in the flipped classroom. For instance, students may be provided with a case study of a patient with multiple chronic conditions. They collaborate in small groups during the class to analyze the case, identify potential nursing interventions, and develop comprehensive care plans. This student-centered approach fosters deeper understanding, engagement, and collaboration, promoting critical thinking skills and knowledge retention.

Collaborative learning is a fundamental skill in the nursing profession, where effective teamwork can significantly impact patient outcomes. Team-based learning involves students working in small groups to solve complex problems, analyze case studies, and make clinical decisions. For example, nursing students may be presented with a case of a patient in a simulated healthcare environment, and they must work together to assess the patient’s condition, collaborate on diagnosis, and formulate an appropriate care plan. This strategy promotes communication skills, peer learning, and the ability to work effectively as part of a healthcare team, essential qualities in providing patient-centered care.

Virtual reality and augmented reality technologies offer immersive learning experiences that bridge the gap between theory and practice. Nursing students can explore realistic clinical environments, perform procedures, and encounter patient scenarios virtually. For example, students can use VR to practice patient assessments or engage in AR simulations or VR simulations, such as the Simulation Learning System (SLS), to visualize anatomical structures and medical equipment. These cutting-edge tools enhance clinical decision-making and spatial awareness while providing a safe space for experimentation and skill development.

Case-based learning involves presenting nursing students with real-life patient cases and challenging them to analyze and apply their knowledge to develop appropriate care plans. This problem-solving approach helps students develop critical thinking skills, clinical reasoning, and the ability to prioritize patient needs based on evidence and best practices. For instance, nursing students may be given a complex case study involving a patient with multiple health conditions, and they must analyze the patient’s history, assess the data, and formulate an evidence-based care plan. This approach encourages students to think critically, apply their knowledge, and develop sound clinical judgment.

E-portfolios provide nursing students with a digital platform to showcase their academic achievements, clinical experiences, and reflections throughout their nursing education journey. E-portfolios allow students to document their growth, self-assess their competencies, and receive feedback from faculty mentors. These portfolios also become valuable resources for future job applications and professional development. For example, nursing students can upload evidence of their clinical skills, reflective essays on patient interactions, and progress on meeting competency goals. E-portfolios serve as a record of students’ accomplishments and facilitate self-directed learning and professional growth.

Collaboration among healthcare professionals is essential for delivering patient-centered care. Interprofessional education (IPE) brings together students from different healthcare disciplines, such as nursing, medicine, pharmacy, and social work, to learn together and better understand each other’s roles and contributions. IPE promotes effective communication, mutual respect, and a holistic approach to patient care. For example, nursing students may participate in collaborative team activities with medical students to develop a comprehensive care plan for a patient with complex medical needs. This interprofessional learning experience fosters a collaborative mindset and prepares students to work seamlessly within healthcare teams.

To support lifelong learning, we provide a collection of informative and insightful articles that explore the diverse roles, responsibilities, and educational pathways of nurse educators in various healthcare settings.

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Peer-reviewed

Research Article

Pedagogical strategies for teaching nursing theories in undergraduate students: A scoping review protocol

Roles Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Writing – original draft, Writing – review & editing

Affiliations Faculty of Medical and Paramedical Sciences, Aix Marseille University, APHM, CEReSS, Nursing School, Marseille, France, Nursing School, Valenciennes General Hospital, 59300, Valenciennes, France

Roles Conceptualization, Methodology, Supervision, Validation, Writing – review & editing

Affiliation University Lille, CHU Lille, ULR 2694 ‐ METRICS: Évaluation des Technologies de Santé et des Pratiques Médicales, F-59000, Lille, France

Roles Conceptualization, Methodology, Resources, Supervision, Validation, Writing – review & editing

* E-mail: [email protected]

Affiliation Faculty of Medical and Paramedical Sciences, Aix Marseille University, APHM, CEReSS, Nursing School, Marseille, France

• Aurélie Demagny-Warmoes, 
• Paul Quindroit, 
• Sébastien Colson

• Published: October 16, 2024
• https://doi.org/10.1371/journal.pone.0308783
• Peer Review
• Reader Comments

From a pedagogical point of view, there is a great deal of creativity and practice in teaching conceptual models and nursing theories. However, there seems to be no synthesis of knowledge regarding the pedagogical methods used to teach them. The purpose of this scoping review is to map the available literature on the teaching of nursing conceptual models and theories in undergraduate nursing education. The scoping review will be developed in accordance with the JBI scoping review methodology and the PRISMA scoping review checklist. The aim of the results is to map the available literature data that can serve as inspiration and a foundation for the development of specific courses on conceptual models and theories in nursing sciences. This scoping review will be served as the basis for a study that will be described and explored the integration of nursing knowledge into bachelor of nursing curricula.

Citation: Demagny-Warmoes A, Quindroit P, Colson S (2024) Pedagogical strategies for teaching nursing theories in undergraduate students: A scoping review protocol. PLoS ONE 19(10): e0308783. https://doi.org/10.1371/journal.pone.0308783

Editor: Maria José Nogueira, School of Nursing Sao Joao de Deus, Evora University, PORTUGAL

Received: April 29, 2024; Accepted: July 29, 2024; Published: October 16, 2024

Copyright: © 2024 Demagny-Warmoes et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: For your information, the raw data has been deposited in the Open Science Framework, accessible at the following link: https://osf.io/9naxp/

Funding: Hôpitaux Universitaires de Marseille (APHM) have converted the publication cost.

Competing interests: The authors have declared that no competing interests exist.

Introduction

Since the mid-twentieth century, nursing has developed a significant body of scientific knowledge, organized and composed of conceptual models and theories developed from research [ 1 ]. These elements constitute the substance of the discipline and, ipso facto, of nursing practice. Conceptual models and theories in nursing explain the problems of individuals, promote health, recommend clinical reasoning approaches and the implementation of evidence-based interventions [ 2 ]. Although nursing knowledge is available, there are reports of minimal use of nursing theory to guide nursing practice and more frequent use of disciplinary borrowing [ 3 ]. However, nursing theories help to better understand phenomena, structure nurses’ activities, and guide their practice [ 1 ]. Indeed, with the implementation of a theoretical framework, nursing interventions possess the capability to have a real impact on the quality of care, with measurable spin-offs. Conversely, a lack of theoretical support leads to less effective care interventions and a lack of argumentation regarding the rationale for these interventions and their impact on health [ 3 ].

Therefore, in order to bring about a unique attitude and point of view, nursing interventions must be grounded in theoretical knowledge that is exclusive to their discipline [ 4 ]. From this premise, the utilization of theoretical frameworks from nursing science in teaching becomes essential to demonstrate nursing’s distinctive contribution to health care. For the pioneers of disciplinary construction, subsequent generations of nurses must reap the benefits of this pedagogical approach. Thus, they designed educational programs based on a theoretical foundation that constituted a reference system for university instruction, ultimately leading to the academicization of the field [ 4 ]. The systematic introduction of care theories into nursing education curricula seems to enhance the value of teaching, promote the adoption of theory as a foundational component, and prepare students to apply it in dynamic and increasingly complex clinical environments [ 5 ]. However, the reduction or exclusion of such content within nursing curricula hinders the acquisition of the cognitive skills essential for students for identifying the theoretical and scientific elements crucial in nursing practice [ 5 ].

Incorporating the theoretical and philosophical foundations of the discipline into teaching makes the latter a powerful vector for disseminating and promoting professional values and leads to a better appropriation of nursing knowledge [ 6 ]. Therefore, an education program that integrates theory alongside critical reflection of thoses theories stand as a cornerstone for the ongoing progress of the profession and the preservation of the discipline of nursing [ 7 ].

Hence, the American Association of Colleges of Nursing (AACN), within its updated Essentials for Professional Nursing Education, acknowledges the importance of integrating theories of care into educational programs. It advocates for a theoretical approach to steer students’ academic readiness [ 8 ]. This perspective aligns with Fawcett’s viewpoint, outlining a blueprint for incorporating conceptual frameworks and/or nursing theories into training programs [ 9 ]. Fawcett’s guideline encourages educational institutions to leverage nursing conceptual models and/or theories as foundational elements, influencing institutional project, objectives and pedagogical sequences.

There is a wealth of innovative and practice in teaching conceptual models and nursing theories in education [ 10 ]. However, the existing literature on this subject seems to be scattered. Therefore, it appears essential to map the available data in the literature that could serve as a source of inspiration and as a basis for the construction of specific courses on the fundamentals of care in initial nursing education.

Scoping review objectives

The purpose of this scoping review is to i) identify existing pedagogical approaches used in education nursing conceptual models and/or theories in undergraduate education, ii) describe how these teachings are structured, iii) report on the outcomes of these interventions within clinical practice, iiii) identify the most commonly taught nursing conceptual models or theories.

Review questions

The key question of the scoping review is: What pedagogical strategies are used to teach conceptual models and/or theories of nursing in undergraduate education?

The specific questions are:

Does the instruction of nursing conceptual models and/or theories occur sporadically within a singular teaching unit, or is it part of a systematically interdisciplinary, and progressive educational approach?

Does the teaching predominantly rely on a singular nursing model/theory or involve a blend of multiple nursing models/theories?

Does the teaching primarily follow a singular pedagogical practice, or does it incorporate a blend of multiple pedagogical practices?

Which nursing conceptual models or theories are most commonly taught in initial education?

What impact do these courses have on nursing practice in clinical settings and environments?

Is the program based on a nursing conceptual model/theory?

Synthesizing scientific knowledge is one of the most important aspects of a researcher’s work. There are several methods on the literature review continuum, rapid review, narrative review, integrative review, scoping review, systematic review, etc. Since each has different goals, they should not compete with each other, but rather complement each other [ 11 ]. Indeed, scoping reviews are more appropriate for broad questions and complex topics. They are an effective way to survey the literature when it is highly heterogeneous, especially in terms of methods. They help to identify and map literature data to guide practice within a specific domain. Indeed, this type of knowledge synthesis must be rigorous, transparent, and reproducible. It must reflect the values of research and researchers. The scoping review is the suitable methodology to achieve the objective of this research, which is to map existing pedagogical strategies for teaching conceptual models and/or nursing theories. The review will be conducted in accordance with Chapter 10 of the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis: Scoping Reviews [ 12 ]. Results will be reported according to the preferred reporting elements for systematic reviews and the extension of meta-analyses for PRISMA ScR scoping reviews.

Protocols and registrations

A preliminary search of PROSPERO, MEDLINE, the Cochrane Database of Systematic Reviews and the JBI Evidence Synthesis was conducted on September 1, 2023. No recent scoping or systematic reviews on this topic were found.

To ensure scientific rigor and transparency throughout the research process and to optimize the publication of the scoping review upon completion, the protocol must be recorded in an ad hoc database. The scoping review protocol was registered in advance with the Open Science Frameworks (OSF) on December 08, 2023.

Inclusion criteria

In accordance with the recommendations of Peters et al the Population Concept Context (PCC) tool was used to identify the focus and context of the review and to design the literature search strategy [ 12 ]. The PCC tool was used to identify the focus and context of the review, and to design the literature search strategy.

The eligible population includes students enrolled in a first cycle nursing program. Many terms are used to describe initial nursing education. Therefore, all articles using terms related to nursing students and/or the first cycle level of education, such as baccalaureate, undergraduate, bachelor, student nursing, etc ., will be included. Articles focusing solely on students at the master’s (second cycle), doctoral (third cycle), or continuing education level will be excluded.

The concept of interest is the teaching of conceptual models and theories of nursing in undergraduate education. This systematic scoping review will focus on literature that explicitly describes pedagogical strategies used to teach conceptual models and/or theories derived exclusively from nursing. All conceptual models and theories, regardless of breadth or specificity, will be included. However, conceptual frameworks from other disciplines, such as education, sociology, anthropology, etc . will be excluded. Additionally, literature advocating for teaching conceptual models and/or theories of care in initial training programs without explicit details on pedagogical strategies will also be excluded.

This review will examine articles that report pedagogical strategies used by educators to acculturate pre-service students with nursing conceptual models and theories. The scope encompasses education and includes pre-service nursing programs that integrate in their curriculum the teaching of nursing conceptual models and/or theories without geographic or cultural limitations. These settings can vary from the classroom to the nursing unit. Moreover, the teaching interventions may occur at any point within the first cycle curriculum. The first-year cycle nursing education includes nursing education programs internationally that are prerequisites for registration or licensure in colleges or universities.

Information sources

The review will include qualitative, quantitative, and mixed methods study designs. Observational studies, case studies, and narrative case reports will also be included. In addition, guidelines, expert/theorist discussions, essays, letters to the editor, op-eds and articles, and gray literature that explore strategies for teaching conceptual models and/or nursing theories in pre-service education will be considered. In short, the review remains open to the inclusion of any relevant document that could enhance the dataset, without limitation on publication dates.

To minimize the risk of misinterpretation, only articles published in English and French (the native language of the principal investigator) will be included. Although excluded, all articles that do not meet the language inclusion criteria will be recorded and identified in the flowchart.

Search strategies

The research strategy will follow the three-step process recommended by JBI [ 12 ]. The first step is to conduct a limited search in MEDLINE (PubMed) and CINAHL (EBSCO) to identify articles related to the topic. An analysis of the words contained in the titles and abstracts of these articles, as well as the index terms used, will be carried out. In the second stage, the vocabulary and syntax (keywords and index terms identified in PubMed and CINAHL) will be adapted to query other electronic databases. Finally, the reference lists of the included documents will be examined and a Web Of Science (WOS) query will be made based on the PubMed-Indexed for MEDLINE (PMID) of said documents in order to search for additional articles. This method mirrors a "snowball" search, as termed in scientific contexts.

The databases queried for this review will be: MEDLINE (PubMed); CINAHL and ERIC (via EBSCO), EMBASE, WOS. Sample search strategy for PubMed and CINAHL are outlined in Tables 1 and 2 , respectively. To guarantee the most exhaustive literature search possible, sources from the reference analysis of included articles and grey literature must incorporated. Grey literature will therefore be searched using University Documentation System (SUDOC), Hyper Article online (HAL), ProQuest Dissertations and Theses Global and Google Scholar.

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https://doi.org/10.1371/journal.pone.0308783.t001

https://doi.org/10.1371/journal.pone.0308783.t002

To ensure transparency, all equation tests, keyword tests, etc . in all databases will be recorded and documented in an Excel spreadsheet. The detailed description of the search strategies in the selected databases will allow their replication if necessary.

Selecting sources of evidence

Once the specific databases have been queried according to predefined protocol, all identified sources will be gathered and exported to Zotero 6.0.27/2023. Subsequently, duplicate entries will be eliminated. After weeding, the sources will be exported to the JBI system for unified information management, evaluation and review (JBI SUMARI) (JBI, Adelaide, Australia) [ 13 ]. After conducting pilot testing, titles and abstracts will be reviewed and compared to the study eligibility criteria. Selected sources will be retrieved in full and evaluated in detail against the inclusion criteria. Reasons for excluding sources read in their entirety will be recorded and reported in the review. The selection (first sorting) and evaluation (second sorting) of sources will be carried out by two independent reviewers. Any discrepancies between the reviewers at any stage of the process will be resolved by discussion with an additional reviewer. The results of the search and study inclusion process will be fully reported in the final version of the scoping review and presented in a PRISMA flowchart.

Data extraction

Data will be extracted by two independent reviewers using a data extraction tool developed by the research team. The development of this tool is based on the writings of Raynal & al that model the design of a pedagogical strategy [ 14 ]. Extracted data will be organized within an Excel spreadsheet and will include, firstly, article-specific characteristics: title, author, year of publication, type of publication, geographical location, etc. Secondly, a transcript of the main relevant findings that shed light on the objectives and answer the review questions will be compiled: context, teaching techniques, didactic material, group size, performance level, conceptual models and/or nursing theories taught, their combination, institutional support, impact of this teaching on practice, etc.

This standardized data extraction model is tested by reviewers at the beginning of the article analysis process. Given the iterative nature of the data extraction process, the model will be modified, revised, and refined as needed [ 12 ]. Changes will be comprehensively detailed within the scoping review. Discrepancies between reviewers will be addressed through discussion, aiming for consensus. In cases where consensus cannot be achieved, resolution will involve the intervention of a third party. Authors of articles will be contacted, as appropriate, to solicit missing. The process of resolving disagreements and the evidence selection procedure will be described in narrative and/or flowchart form [ 15 ].

Data analysis

The aim of this review is to provide an overview of the state of the art of existing pedagogical strategies for teaching conceptual models and/or theories with undergraduate nursing education. Unlike systematic literature reviews, this review does not intend to develop guidelines. Therefore, the analysis of the data does not aim to assess the quality of the evidence, the completeness of the source, or potential biases, but rather to explore how, by whom, and for what purpose the teaching of conceptual models and theories of care is implemented [ 12 ]. To meet to the standards of the scoping review, the analysis of sources will be qualitative and descriptive in nature, providing a logical summary that is consistent with the objectives of the review [ 12 ]. The extraction tool will allow, among other things, to code and classify the different types of pedagogical interventions, the different theorists addressed and their frequency.

Results presentation

Data will be mapped and presented in schematic or tabular formats to answer research questions [ 12 ]. Alongside these visual representations, a narrative summary will complement the results, describing how the results relate to the review objective and questions. Subsequently, the results will undergo discussion, highlighting any voids or constraints evident within the existing literature.

A common limitation of this type of review is the potential omission of relevant studies [ 16 ]. To limit this selection bias, the systematic approach of scoping reviews stands as a valuable alternative [ 17 ]. Consequently, the systematization of this review will be based on the PRISMA ScR and JBI SUMARI guidelines. Moreover, the protocol has been deposited in the Open Science Framework, facilitating the identification and reporting of any discrepancies between the prescribed protocol and the actual research process [ 12 ].

Again, to limit selection bias and to avoid missing important data, a wide range of databases aligned with the research objectives, as well as gray literature, will be consulted. Although the number of databases consulted is relatively correct, other databases may also be relevant. As for the gray literature, most of it will be dissertations. Thus, the choice of databases and gray literature may be a limitation of the review. However, the systematic approach and access to the CINAHL and PubMed database search strategy can mitigate concerns regarding of the non-exhaustiveness of the literature search. While the importance of consulting multiple databases is recognized, the question of how many sources should be reviewed to ensure a quality review is currently unresolved [ 18 ]. It is therefore difficult to know whether the number of inclusions will be sufficient to meet the research objectives.

Also, only sources published in English and French are included. For some authors, this selection criterion is seen as a limitation [ 19 ].

Finally, while emphasizing the significance of currency in scholarly articles, Pautasso prompts us to acknowledge the value of older publications, whose contributions to the field remain indispensable [ 20 ]. This perspective holds particular relevance within our journal’s context, where a significant focus on teaching the discipline’s fundamentals emerged around the 1970s. Thus, in an effort to mitigate selection bias, the decision was made not to impose a specific time restriction on the inclusion of sources.

It’s not always easy to teach conceptual models and theories of nursing care, especially in countries where the discipline of nursing is only just beginning to emerge. With a view to sharing, this scoping review will provide an inventory of the vast majority of teaching strategies used to teach conceptual models and nursing theories. As such, it will provide support for teachers wishing to introduce, innovate or perfect courses on nursing theories. In addition, it will be interesting to identify teaching strategies that have been rigorously tested and evaluated in the light of research methods. The scoping review is part of a dissertation, one of the main aims of which is to find ways to support the teaching of disciplinary fundamentals.

Supporting information

S1 checklist. prisma-p (preferred reporting items for systematic review and meta-analysis protocols) 2015 checklist: recommended items to address in a systematic review protocol*..

https://doi.org/10.1371/journal.pone.0308783.s001

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Simulation And Project Method Of Nursing Education PowerPoint PPT Presentations

Project Method

Apr 07, 2019

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Project Method. Methods of Teaching. Lecture Discussion Questions Demonstration Project. Definition.

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• modern education
• american education
• progressive education movement
• opportunity
• genuine product
• architectural schools

Presentation Transcript

Methods of Teaching • Lecture • Discussion • Questions • Demonstration • Project

Definition An educational method where students working individually or in small groups analyze and develop”real-life” problem or tackle a present day theme within a preset time limit, working independently and with the division of tasks clearly defined.

Introduction • The project is one of the standard teaching methods. • It is generally considered a means by which students can: • develop independence and responsibility • practice social and democratic modes of behavior. • The project method is a genuine product of the American progressive education movement. • Whenever constructivist concepts, inquiry-based learning, problem-solving, and design are discussed in American education, the "project" is considered to be one of the best and most appropriate methods of teaching.

Introduction Continued • When a student successfully completes a project they demonstrate the information learned and the ability to complete a group of skills. • Criterion-referenced assessments help to eliminate competition and may improve cooperation.

History of Project Method • Method of choice since the dawn of civilization • 590-1765: The beginnings of project work at architectural schools in Europe. • 1765-1880: The project as a regular teaching method and its transplantation to America. • 1880-1915: Work on projects in manual training and in general public schools. • 1915-1965: Redefinition of the project method and its transplantation from America back to Europe. • 1965-today: Rediscovery of the project idea and the third wave of its international dissemination.

How does project method fit in modern education? Learning Principle Project Method • We learn best when we are ready to learn. • Must know, to do. • Practice and application are requirements. • Learning is enhanced with use. • We learn best when new knowledge is useful and beneficial. • Direct project selected is based on immediate need. • Successful learning stimulates more learning • The complexity of the projects increases. If a person only knows how and not why, they will seldom advance above skilled labor.

Characteristics of a Skilled Craftsman • Choose appropriate materials • Plan procedures • Lay out work • Select methods • Select “best” tools and equipment • Displays required level of skills to use tools and materials. • Can analyze and solve problems • Are able to adapt to change • Follow written and oral directions. All are components of project method.

Five (5) Characteristics of Good Projects. • Identifiable educational objectives • Clearly defined • Appropriate in scope and difficulty for the abilities of the student • Related to student needs • Challenging

Project Evaluation • If students complete projects as part of the curriculum--they must be evaluated. • Many teachers do not use the project method because they don’t want to spend the time that it takes to select, supervise construction and evaluate projects. • Evaluation should be criterion referenced. • Reduces subjectivity • Evaluations are more consistent. • Removes personality conflicts • Can develop a common evaluation for different types and scale of projects.

Criterion Referenced Evaluations • "An assessment where an individual's performance is compared to a specific learning objective or performance standard and not to the performance of other students. • Criterion-referenced assessment tells us how well students are performing on specific goals or standards rather than just telling how their performance compares to a norm group of students nationally or locally. • In criterion-referenced assessments, it is possible that none, or all, of the examinees will reach a particular goal or performance standard.” Wildemuth (1985)

Using Criterion Referenced Evaluation with Project Method Critical aspects: Project Method • Problem project will solve. Educationally and physically (1) Goal/task analysis -- identify what needs to be learned, (2) Performance objectives -- exact specification of the outcomes to be accomplished and how they are to be evaluated (the criterion). (2) Determine individual performance in comparison to a standard or criterion. • Accuracy of dimensions • Quality of paint • Supporting documentation Robert Mager

ExampleMultiple Item, Multiple level Criterion Referenced Evaluation

Advantages Of Project Method • Opportunity to learn skills that are important for jobs. • Provides an opportunity for individuals to use their hands. • Completion of the project gives individuals an accomplishment. • Stimulates an interest in Agricultural Mechanics. • Adds variety to a program. • Provides immediate results. • Advertises the work of the

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