By Jeanne M. Novotny PhD RN FAAN, Mary T. Quinn Griffin PhD RN
Thoroughly up-to-date, revised, and multiplied, this fourth variation is a "survival guide" for brand spanking new lecturers, supplying the most up-tp-date considering in undergraduate nursing schooling for ADN-BSN degrees. also, it serves as a complete advisor for the amateur educator in all features of school room and medical instructing. Chapters are brimming with worthwhile suggestions for making scientific assignments, getting ready lectures and seminars, all features of checking out and grading, supervision, facilitating crew research, utilizing expertise, choosing textbooks, guiding self sufficient examine, and supporting scholars to enhance their writing talents. This new version additionally good points partnerships among collage and medical settings to facilitate the group paintings that may be a paradigm for contemporary wellbeing and fitness care associations. Key positive factors offers a "nuts and bolts" educating advisor for the amateur educators, from ADN-BSN degrees Distills the easiest practices and classes realized within the partnership among the tutorial and medical worlds Serves as a brief refresher for the skilled educator who has now not had a medical instructing task and/or a lecture room project for your time Addresses new cross-disciplinary "team" method of overview and intervention beneficial properties hyperlinks to on-line assets in every one bankruptcy, together with revised templates for checklists and rubrics Authored by means of famous nationwide and foreign specialists in nursing schooling offers a electronic adjunct of templates and checklists for educator use
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Extra info for A Nuts-and-Bolts Approach to Teaching Nursing: Third Edition (Springer Series on the Teaching of Nursing)
Ideally, a lecture should not duplicate information from required readings and other resources. A lecturer should repeat things from other sources only for emphasis or explanation. A lecture should stimulate students while developing and expanding their interest and knowledge of the topic. TOOLS Knowledge “Before you shoot off your mouth, be sure your brain is loaded,” as a familiar saying goes. On the other hand, the entire brain does not have to be emptied into students. Perhaps the biggest shortcomings of ineffective lectures are a lack of pertinent new information and the presentation of information that is too complex for the recipients.
Try it out on a group of your colleagues or friends before trying it with students. This will establish some important factors: the actual time involved, the clarity of the instructions, and the suitability to accomplish the goals. There are many concepts that can be demonstrated to students by using group activities. As a matter of fact, using an experiential approach often has a great deal more impact than simply telling about the concept. 3. 3 / 49 Guide for a Group Exercisea Creative Thinking/Brainstorming GOALS: 1.
Continue around the group until each person’s list contains uses no one else thought of; these uses are then totaled. 7. Figure the same three scores for the group list: Fluency—Total uses Flexibility—Total different kinds of uses Originality—Total uses not on any individual lists that were generated during brainstorming. 3 (Continued) 8. Ask participants to share their scores; emphasize that this is a crude measure of creativity. 9. Discuss the participants’ responses to using brainstorming techniques.