Evidence-Based Teaching Strategies in Nursing

Evidence-Based Teaching Strategies
Use the graphic organizer below to complete the Topic 3 assignment.
Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains

In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address

Explanation of how each teaching strategy creates effective learning to foster the development of learners

Explanation of how each teaching strategy aligns to learning styles

An explanation of how each teaching strategy can be used to implement generational lessons

An explanation of how each teaching strategy can be used to implement culturally diverse lessons

A nurse educator can foster learners' development in the areas of cognition, affective, and psychomotor. Working with patients with traumatic brain injury (TBI) requires an understanding of effective teaching strategies.

State clear learning goals: Effective learning requires stating exactly what the learner needs to know or accomplish by the end of the lesson. Research shows that having clear goals increases engagement among learners (Simon & Taylor, 2009). The learning domain involved in stating clear learning goals is cognitive. The learner needs to develop comprehension of what needs to be learned.

Stating clear learning goals fosters the development of learners by providing a roadmap of what to expect. For instance, the learner can focus on what matters most.

Setting learning goals aligns with verbal learners (Learning Styles, 2017). It allows learners to express their needs by reading and writing easily.

Stating clear learning goals would be used to implement Silents generational lessons. The Silents enjoy reviewing materials beforehand (Coates, 2007).

Learning about the students' needs is crucial when setting goals (Rucker, 2019).

Cognition: The cognitive aspect of learning involves the development of intellectual skills. Hoque (2016) notes that the cognitive domain of learning focuses on mental skills, including recognition or recall of specific facts, technical patterns, and concepts. For example, helping a patient with TBI to understand his or her condition.

Modeling and informing: Learners may not be aware of what they are required to learn. Killian (2014) indicates that modeling and telling learners what required increases clarity is. Modeling and informing learners involves the affective domain of receiving, where the learner shows sensitivity to stimuli or willingness to receive information (Hoque, 2016). The other affective domain needed is valuing to indicate acceptance, preference, and commitment.

Modeling and informing learners are developed by showing them how to do something. For example, the patients understand after the educator provides a demonstration.

Modeling and informing promotes logical learners. Logical learning style involves explaining logic and numbers or complex problems (Learning Styles, 2017).

Modeling and informing fits with Boomers (Coates, 2007). The lesson plan should be friendly and collegial to give them a chance to understand what is expected.

When modeling ...