Experiential Learning in Community Health: Adverse Childhood Events and Trauma-informed Care
Learn how one prelicensure course in community and population health helps students develop empathy in marginalized populations and practice trauma-informed care with all patients. Dr. Jennifer Forbush describes a collaboration with local teachers to facilitate social and emotional learning in at-risk highschoolers. Find out more about her teaching strategy in her Nurse Educator article.
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8:44
Debriefing for Skill Mastery in Nursing
Feedback alone does not satisfy the need for structured debriefing, which is part of good simulation. In this podcast, Ashley McMath explains how she used Socratic questioning during debriefing to help students uncover their thinking behind their actions and foster an environment of open dialogue and reflection. Read more about the debriefing strategy in her article Nurse Educator.
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7:25
Learning Activity Using Photography
In this podcast and article, Dr. Megan Jester describes an innovative learning activity in which students share photographs (taken as part of class) that represent the mental health continuum. The activity begins with a faculty-led lecture introducing the mental health continuum. In groups, students walk around campus, taking photos of objects that reflect the continuum. Groups then create and share a PowerPoint slide featuring their selected object and write a social media statement. Dr. Jester explains how this activity can be adapted for other courses including those offered online.
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20:31
Summary Versus Synthesis: An In-Class Exercise
Drs. Pamela Miller and Theresa Marcotte designed an in-class exercise to help students understand the differences between an article summary and a synthesis of information from several articles. Using a PICOT question, students perform a critical analysis of specific content in 3 journal articles. This activity is a competency-based strategy that could be employed in entry-level and graduate courses.
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14:51
Building a Consortium to Address Graduate Nursing Student Academic Preparedness
The transition from clinical practice to graduate studies can be daunting to some practicing nurses. It is well documented that graduate nursing students lack academic preparation for rigorous scholarly work. Drs. Kimberly Douglas and Edmund Pajarillo describe a national onboarding consortium of graduate nursing faculty that uses a model onboarding program to address graduate students’ academic preparedness. The program is easily adopted to support students from various backgrounds and regions within the United States. The onboarding program was evaluated initially in a pilot study, which became the foundation for the national program to be customizable. You can learn more about the program and national consortium in their article.
Whether you are a beginning or an experienced nurse educator, you will get new ideas for your teaching in this podcast. Experts share teaching strategies you can use with your nursing students.
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