Teaching Methods in Nursing and Teaching of Nursing Practices, Quizzes of Nursing

Download Teaching Methods in Nursing and Teaching of Nursing Practices and more Quizzes Nursing in PDF only on Docsity! TEST BANK Teaching Methods in Nursing and Teaching of Nursing Practices Teaching Methods in Nursing and Teaching of Nursing Practices Sumeyye Akcoban | 29 education they receive, nursing students implement care plans by addressing the health problems of patients in clinical practice areas. However, students have difficulty in applying the theoretical education they receive in clinical areas. Therefore, nursing students need to transfer the knowledge gained from didactic education to practice in order to make important clinical decisions in optimal patient care. In this direction, teaching methods come to the fore in nursing education. Innovative teaching strategies are important for standardising nursing education, following innovations, and preparing future nurses for clinical practice areas (Njie-Carr et al., 2017). 2. Teaching Methods in Nursing 2.1. Traditional Learning Methods in Nursing In the traditional, also known as classical teaching model, the student is more in the role of an individual without participation. Instead of presenting their ideas, the student receives theoretical education in line with the information provided by the academic nurses. The information conveyed by the instructor is certain and unchanging. There is no need for reasoning in the presentation of information, it is ready to be memorised. The instructor is an authority, has a say in his/her field and it is not possible for a student to add anything new to his/her knowledge. Group members take responsibility only for themselves. They focus on individual performance. There is only individual assessability. When assignments are discussed, students do not care much about each other’s learning. Teamwork skills are sloppy. Leadership is formed depending on individual participation. Individual achievements are important in rewarding the result, not the achievements of the group. Traditional teaching method in nursing education is mainly used in the theoretical part (Sheikhaboumasoudi et al., 2018;Yılmaz, 2017). 2.2. Collaborative Learning Methods in Nursing Co-operative learning method is a method created by John Dewey in 1899 against traditional learning that reveals competitive learning. The cooperative learning method, the main founders of which are J. Dewey and Vygotsky, in which students’ communication and interaction with each other have an important place, is related to Vygotsky’s social constructivism theory. Social constructivism theory focuses on the social dimension of learning and according to the theory, learning is a social activity based on interaction in the classroom environment (Astra et al., 2015). Educational programmes in which the student actively participates in the learning and teaching process are very important instead of the instructor- 30 | Teaching Methods in Nursing and Teaching of Nursing Practices centred and rote-basededucation of traditional teaching methods. Cooperative learning provides nursing students with opportunities to learn and practice cooperation and helps to improve students’ professional knowledge and skill performance as well as academic success, problem solving, critical thinking and interpersonal skills and helps to create quality health care (Karasu et al., 2020). Different studies conducted with students studying in both nursing and other sciences reveal that collaborative learning increases students’ success levels, increases their critical thinking and problem solving skills, comprehension and recall levels, learning motivation and social skills as it provides the opportunity to explain their own thoughts and pay attention to the thoughts of others (Yang et al., 2018). In the cooperative learning method, Jigsaw Technique and Flipped Learning Model are mainly used. 2.2.1 Jigsaw Technique in Nursing Teaching The jigsaw technique, developed by Eliot Aronson in 1978, was created to support co-operation by enabling individuals to communicate with each other. In this technique, each student learns a part of the subject instead of the whole subject and transfers it to their friends (Filiz 2017; Yılmaz 2017). Students research in dialogue with other group members to learn the whole subject and contribute more to each other’s success. Working in co-operation instead of competing with peers or working independently enables students to develop high self-esteem. Many sub-techniques of the co-operative learning method have been developed to ensure students’ active participation in research. Although the basic philosophy on which the Jigsaw techniques are based is the same, there are some differences in applications (Melinamani et al., 2017). 2.2.2 Flipped Learning Model in Nursing Education This method is an integrated teaching method that combines online (non- classroom) learning and face-to-face (classroom) learning techniques. The flipped learning model was first introduced in the literature in 2007 when two chemistry teachers at Woodland High School, Jonathan Bergman and Aaron Sams, produced a software to record powerpoint presentations and to enable students who missed the lecture to record their live lectures and study online (Bergman et al., 2012). In the classical learning method, the student learns the theoretical part of the course or subject from the instructor in the classroom. Then, he/she can make a few short applications as time permits. When the student goes home, he/she struggles alone with the lessons and comprehension. This situation decreases the academic success of the student. In the flipped learning method, students can watch the lecture recorded by Sumeyye Akcoban | 31 the instructor on videos. This method is seen as a suitable method for nursing students because it encourages dynamic, interactive learning, uses active learning methods, provides both individual learning and group learning and takes the student as the centre. In this method, the course topics are recorded by the instructor and the information is presented to the students in digital environment. The instructor actually guides the students in the lesson. Therefore, students can find answers to their questions by realising their own learning experiences. It is seen as a suitable method for nursing students because it encourages dynamic, interactive learning, uses active learning methods, provides both individual learning and group learning, and takes the student as the centre (Gillispie, 2016). The method enables students to use innovative online resources and research the topic before coming to class. Educators and students use their time in the classroom to create, solve and criticise problems in a dynamic and engaging environment. Thus, it enables students to have critical thinking skills, learn, reason and apply current research results. This educational atmosphere is in harmony with nursing education, as students need to be able to think critically about patient symptoms and intervene in a short time (Njie-Carr et al., 2017; Nishigawa et al., 2017;Hessler 2016). The Importance and Necessity of Cooperative Learning Method for Nursing Education In nursing education using traditional learning methods, theoretical and clinical education is considered sufficient for students to acquire knowledge and skills, and this process leads students to competitive behaviours. Students who grow up in this system graduate without being able to experience the process of co-operation with each other and other professional members. Therefore, graduates who are expected to work and collaborate in a multidisciplinary way in their working life are inadequate in collaborating in a team because they lack this skill. Studies on this subject reveal that while health professionals, whose common goal is to provide quality health care as a team, are expected to be able to share their knowledge and skills with each other, the physician is seen as the leader in the clinical field and nurses are seen as the implementer of the decisions made dependent on the physician (Zhang & Cui, 2018). Outcomes of Collaborative Learning Method in Nursing Education The cooperative learning method, which is necessary and important for both nursing and other health professionals, reveals effective results in 34 | Teaching Methods in Nursing and Teaching of Nursing Practices of mobile devices can have a positive effect on teaching practices (Mackay et al. 2017). In the study conducted by Hay et al. (2017) with undergraduate nursing students; it was shown that students use mobile technology and social media to learn and are willing to continue this in the undergraduate programme (Hay et al., 2017). CONCLUSION Teaching methods in nursing have been emphasised in recent years. In particular, classical learning methods have been replaced by more up-to-date and student-centred learning methods. It has been determined that student- centred collaborative learning methods such as Jigsaw Technique, Flipped Learning Model are more effective. In addition, simulation learning model, mobile learning model are also seen as effective methods that can be used in teaching in nursing. Sumeyye Akcoban | 35 REFERENCES Astra, I., Wahyuni, C., & Nasbey, H. (2015). Improvement of learning process and learning outcomes ın physics learning by using collaborative learning model of group ınvestigation at high school. Journal of Education and Practice, 6(11), 75-79. Bayrakceken, S., Doymus, K., & Dogan, A. (2015). Cooperative learning mo- del and its application. Ankara: Pegem Academi. Bergmann J, Sams A (2012). Flip your classroom reach every student in every class every day. Washington USA. 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