Teaching Strategies for Nurse Educators

Rating:
Summary: Teaching Strategies For Nurse Educators, August 19, 2003
Review: As a future nursing educator I found this book to be indispensable. Over the past fifteen years of my nursing career, I have been in virtually every nursing educational setting. For this reason I have collected numerous books and nursing resources on the subjects of cognitive processes, learning and teaching techniques. This book by far pulls all the information together, and it will become the most utilized of my collection. The information is laid out in a logical format that starts with the basic concepts, theories, objectives and goals of learning. She then moves on to explain how to prepare and conduct classes. She concludes with the testing and evaluation process. DeYoung takes you gradually through everything you need to know to formulate and conduct a classroom setting that is both stimulating and achieves the goal of educating nurses to become critical thinking, problem-solvers. Her work employs the latest research on learning/education and at the end of every chapter she reinforces learning through case studies, critical thinking exercises and ideas for future research. Any nursing educator within the academic setting or within the clinical area would benefit from this text. She has made the material easy to understand for the beginning educator and advanced enough for the expert. I wish I had had this resource at the start of my career. I absolutely recommend this book.

Rating:
Summary: Teaching Strategies For Nurse Educators, August 19, 2003
Review: As a future nursing educator I found this book to be indispensable. Over the past fifteen years of my nursing career, I have been in virtually every nursing educational setting. For this reason I have collected numerous books and nursing resources on the subjects of cognitive processes, learning and teaching techniques. This book by far pulls all the information together, and it will become the most utilized of my collection. The information is laid out in a logical format that starts with the basic concepts, theories, objectives and goals of learning. She then moves on to explain how to prepare and conduct classes. She concludes with the testing and evaluation process. DeYoung takes you gradually through everything you need to know to formulate and conduct a classroom setting that is both stimulating and achieves the goal of educating nurses to become critical thinking, problem-solvers. Her work employs the latest research on learning/education and at the end of every chapter she reinforces learning through case studies, critical thinking exercises and ideas for future research. Any nursing educator within the academic setting or within the clinical area would benefit from this text. She has made the material easy to understand for the beginning educator and advanced enough for the expert. I wish I had had this resource at the start of my career. I absolutely recommend this book.

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Summary: Teaching Strategies for Nurse Educators
Review: Nurses are continuously involved in the education of patients, their families, students of nursing, and of one another. Teaching Strategies for Nurse Educators was written as a guide to help nurses learn how to teach effectively. To assist the reader in learning the concepts important in the teaching and learning processes, the author turns to multiple theories of learning which form the basis of understanding why and how people learn. The author notes that to be an effective teacher, a knowledge of educational theory and research, coupled with the desire to learn about teaching methods and the ability to look objectively at ones' teaching style and overall performance is a process which needs to be developed in the individual. The book provides descriptions of several learning theories associated with effectiveness in teaching and learning, and includes discussion of teaching methods and strategies. Each chapter incorporates Case Study, Critical Thinking Exercises and Ideas for Further Research. Developing critical thinking skills in the nursing profession is of paramount importance. The author addresses this issue by defining critical thinking, describes how learning this important skill can be inhibited by improper teaching methods to students in nursing school and offers strategies to enhance these essential skills. The book follows a logical sequence and states points clearly and effectively and stimulates thought on the part of the reader. References are sited throughout the text and listed at the end of each chapter. True to the Nursing Process, the book would not be complete without an evaluation of both the student learner and patient as the recipients of the information taught. Reading this book sparked my interest in education. I found this book to be both informative and stimulating; however, the breadth of topics covered was more than this reader had anticipated. Nevertheless, I would recommend this book to all nurses interested in enhancing their teaching skills.

Rating:
Summary: Teaching Strategies for Nurse Educators
Review: Nurses are continuously involved in the education of patients, their families, students of nursing, and of one another. Teaching Strategies for Nurse Educators was written as a guide to help nurses learn how to teach effectively. To assist the reader in learning the concepts important in the teaching and learning processes, the author turns to multiple theories of learning which form the basis of understanding why and how people learn. The author notes that to be an effective teacher, a knowledge of educational theory and research, coupled with the desire to learn about teaching methods and the ability to look objectively at ones' teaching style and overall performance is a process which needs to be developed in the individual. The book provides descriptions of several learning theories associated with effectiveness in teaching and learning, and includes discussion of teaching methods and strategies. Each chapter incorporates Case Study, Critical Thinking Exercises and Ideas for Further Research. Developing critical thinking skills in the nursing profession is of paramount importance. The author addresses this issue by defining critical thinking, describes how learning this important skill can be inhibited by improper teaching methods to students in nursing school and offers strategies to enhance these essential skills. The book follows a logical sequence and states points clearly and effectively and stimulates thought on the part of the reader. References are sited throughout the text and listed at the end of each chapter. True to the Nursing Process, the book would not be complete without an evaluation of both the student learner and patient as the recipients of the information taught. Reading this book sparked my interest in education. I found this book to be both informative and stimulating; however, the breadth of topics covered was more than this reader had anticipated. Nevertheless, I would recommend this book to all nurses interested in enhancing their teaching skills.

Rating:
Summary: Teaching strategies for nurse educators by Sandra DeYoung
Review: Teaching strategies for nurse educators by Sandra DeYoung
The book was designed to provide a theory base to help nurses teach patients, staff, or students. This book has fourteen chapters divided into three parts: 1. teaching and learning, 2. the learner, and 3. teaching strategies. Part one focuses on good teaching, research and principles for good teaching, learning theories and concepts, and explains how to plan and conduct classes including writing objectives, selecting content and teaching methods, planning assignments and conducting the class. Part two discusses learners, motivation and readiness for learning, multicultural and gender aspects of learning and literacy. Part three presents traditional teaching strategies (lecturing, discussion, questioning, using audiovisuals, and interactive lecture), activity-based teaching strategies (cooperative learning, simulations, problem-based learning, and self-learning modules), computer teaching strategies (computer technology and learning, computer assisted and managed instruction, the Internet, and virtual reality), distance learning (advantages and disadvantages, clinical education, interactive television classes and Internet), teaching psychomotor skills, promoting and assessing critical thinking, clinical teaching, and assessing and evaluating learning. Each chapter has a case study to apply the information, critical thinking exercises, and ideas for future research. The book is well documented, scholarly, and practical. There are tables, figures, chapter divisions, bullets, and numbers to facilitate reading and understanding. I highly recommend this book.

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Summary: "Teaching Strategies"- A Resource You Don't Want to Miss.
Review: This book is a wonderful resource for any nurse's library whether or not she is a formal educator. This book proposes to be relevant to all nurses, whatever field they may be working. All nurses teach. DeYoung indirectly acknowledges this simple fact by successfully examining the different facets of teaching and learning, whether it is to our students, our patients, fellow nursing staff members, or to precept new graduates. The book is categorized into three sections that focus on three critical topics in education: Teaching and Learning, The Learner, and Teaching Strategies. DeYoung's 30 years of experience as a nurse educator allows her to creatively weave relevance to all realms of nursing education into each of the three sections. Concluding each chapter are three features that focus relevance to the preceding material: Case Studies, Critical Thinking Exercises and Ideas for Further Research. These features provide the reader a fresh and innovative way of proposing current questions and ethical challenges in the career of nursing today. Any nurse would find these features helpful in stimulating creative and critical thinking within their students, peers and themselves. The intimacies of the book include many examples of how the teacher/learner process is interdependent and a fluid process. It emphasizes the need to continually adapt the educational process to focus on individual learning needs in the classroom as well as in the real world of nursing. This book is a gem for those nurses and educators who no longer wish to accept the statement, "we've been doing it that way for years," as an answer to their questions. It challenges the educator to go beyond the surface and to create a learning environment that rewards research based answers to our questions as well as innovative planning and problem solving for today's nursing practice.

Rating:
Summary: "Teaching Strategies"- A Resource You Don't Want to Miss.
Review: This book is a wonderful resource for any nurse's library whether or not she is a formal educator. This book proposes to be relevant to all nurses, whatever field they may be working. All nurses teach. DeYoung indirectly acknowledges this simple fact by successfully examining the different facets of teaching and learning, whether it is to our students, our patients, fellow nursing staff members, or to precept new graduates. The book is categorized into three sections that focus on three critical topics in education: Teaching and Learning, The Learner, and Teaching Strategies. DeYoung's 30 years of experience as a nurse educator allows her to creatively weave relevance to all realms of nursing education into each of the three sections. Concluding each chapter are three features that focus relevance to the preceding material: Case Studies, Critical Thinking Exercises and Ideas for Further Research. These features provide the reader a fresh and innovative way of proposing current questions and ethical challenges in the career of nursing today. Any nurse would find these features helpful in stimulating creative and critical thinking within their students, peers and themselves. The intimacies of the book include many examples of how the teacher/learner process is interdependent and a fluid process. It emphasizes the need to continually adapt the educational process to focus on individual learning needs in the classroom as well as in the real world of nursing. This book is a gem for those nurses and educators who no longer wish to accept the statement, "we've been doing it that way for years," as an answer to their questions. It challenges the educator to go beyond the surface and to create a learning environment that rewards research based answers to our questions as well as innovative planning and problem solving for today's nursing practice.

Rating:
Summary: Good Parts and Not So Good Parts
Review: Wow, I could've used this one year ago for my first nurse clinical class! This book starts off very promising. It is going to help you grab that elusive thing all teachers want, a class that doesn't put your students in a COMA. The part on learning theory is well explained with examples that pertain to us nurses. There are some basics on the nuts and bolts of instructing a class, again geared towards nursing. Part 2 is where I realize I'm not going to be teacher of the year with this book alone. After switching to patient teaching goals for awhile then we dive into multicultural concepts. I foud the chapter on multiculturalism to be ineffectual and sparse with no real expertise. I wonder why it was included in the book, perhaps it was there to meet an imposed standard. Part 3 is redeeming with some practical and useful ways to turn the learning on in the classroom. This book is useful for a new nurse educator in that she has lots of strategies to choose from with a good base understanding. The experienced instructor caught in the habit of stuffy lecturing can learn new tricks. Overall, this is a good book for beginners and a resource to expand upon.