Evidence-Based Teaching Strategies

An effective nurse educator is aware of evidence-based teaching strategies and how to use them in an educational setting. The purpose of this assignment is to immerse yourself in the literature to determine relevant and current evidence-based teaching strategies.

ORDER NOW FOR COMPREHENSIVE, PLAGIARISM-FREE PAPERS

Using the Topic Materials and your own research on teaching strategies, determine five evidence-based teaching strategies that you plan to utilize in your practicum setting. Use the “Evidence-Based Teaching Strategies” graphic organizer to complete this assignment.

Explain how the nurse educator fosters the development of learners in these three areas: 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.

This assignment requires two or three peer-reviewed/scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

NUR-665E-RS-Evidence-BasedTeachingStrategies1.docx

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

References

Rubric_Print_Format33.xlsx

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-665E	NUR-665E-O500	Evidence-Based Teaching Strategies	25.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Content	100.0%
Development of Learners in the Cognitive, Psychomotor, and Affective Domains	15.0%	An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is not present.	An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is present, but lacks detail or is incomplete.	An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is present.	An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is detailed.	An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is thorough.
Teaching Strategies for the Cognitive, Psychomotor, and Affective Domains	14.0%	An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is not present.	An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is present, but lacks detail or is incomplete.	An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is present.	An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is detailed.	An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is thorough.
Effective Learning to Foster Development of Learners	13.0%	An explanation of how each teaching strategy creates effective learning to foster the development of learners is not present.	An explanation of how each teaching strategy creates effective learning to foster the development of learners is present, but lacks detail or is incomplete.	An explanation of how each teaching strategy creates effective learning to foster the development of learners is present.	An explanation of how each teaching strategy creates effective learning to foster the development of learners is detailed.	An explanation of how each teaching strategy creates effective learning to foster the development of learners is thorough.
Teaching Strategy Alignment to Learning Styles	13.0%	An explanation of how each teaching strategy aligns to learning styles is not present.	An explanation of how each teaching strategy aligns to learning styles is present, but lacks details or is incomplete.	An explanation of how each teaching strategy aligns to learning styles is present.	An explanation of how each teaching strategy aligns to learning styles is detailed.	An explanation of how each teaching strategy aligns to learning styles is thorough.
Teaching Strategy to Implement Generational Lessons	15.0%	An explanation of how each teaching strategy can be used to implement generational lessons is not present.	An explanation of how each teaching strategy can be used to implement generational lessons is present, but lacks details or is incomplete.	An explanation of how each teaching strategy can be used to implement generational lessons is present.	An explanation of how each teaching strategy can be used to implement generational lessons is detailed.	An explanation of how each teaching strategy can be used to implement generational lessons is thorough.
Implementation of Culturally Diverse Lessons	15.0%	An explanation of how each teaching strategy can be used to implement culturally diverse lessons is not present.	An explanation of how each teaching strategy can be used to implement culturally diverse lessons is present, but lacks details or is incomplete.	An explanation of how each teaching strategy can be used to implement culturally diverse lessons is present.	An explanation of how each teaching strategy can be used to implement culturally diverse lessons is detailed.	An explanation of how each teaching strategy can be used to implement culturally diverse lessons is thorough.
Research	5.0%	No outside sources were used to support the assignment.	Few outside sources were used to support the assignment. Limited research is apparent.	Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.	Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.	Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%

NUR-665E-RS-Evidence-BasedTeachingStrategiesMThomas5-4-20211.docx

Evidence-Based Teaching Strategies

131345

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 may to foster learners’ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learners’ ability to recall information, assess learners’ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner’s ability to perceive vital concepts.	Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.	Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learners’ question hence foster their learning.	For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).	The lecture strategy may be implemented by clearly stating the instructor’s expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.	Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).
The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a learning domain. The affective domain may be developed by creating awareness of attitudes, feelings, and emotions as well as the ability to use their attention. An educator can encourage learners to attentively listen in class and actively participate in group and class discussions. Also, encouraging learners to share their ideas and views about issues raised can be critical.	Problem-based strategy involves giving a patient scenario, asking a question, and allowing students to look for answers (Xu, 2016). This may address the cognitive, affective, and psychomotor domains.	Problem-based strategy can be used to help foster learner’s development through group work, findings, examining research materials and self-motivated learning (Wilson, 2016).	Problem-based strategy may be aligned with logical learning style for the learners who prefer to use logical reasoning to categorize and classify information to solve the problem.	Problem-based strategy can be implemented through course outcome and student assessment and creating a scenario for learners to brainstorm (Xu, 2016).	Problem-based strategy can be used in culturally diverse lessons where students are provided with a real-life problem to solve. The learners may use different cultural approaches to solve the situation by engaging learners to share their opinions, thoughts, and personal perspectives to be aware of their personal values (Ladha et al., 2018).
	The role-playing strategy helps in teaching communication as the learner completely acts out a situation in a spontaneous manner and it addresses affective and psychomotor skills.	The role-playing strategy is effective to foster learner’s development as they interact and act it promotes language learning and lowers racial prejudice. It is effective because it improves learners’ self-confidence, critical thinking, empathy, and vocabularies (Crow & Nelson, 2015). It is also cost-effective and a good way for both the learner and educator to exchange knowledge and impact students’ performance.	The role-playing strategy aligns with the social learning style through interaction, where learners observe other learners and instructor to increase their motivation. This interaction helps learners to have a sense of community and offers opportunities to practice social context communication.	To implement the role-playing strategy, a situation should be identified, details added, once the scenario has been set assign roles, allow participants to act the scenario using different approaches, and then discuss the lesson learned (Crow & Nelson, 2015).	The educator may use role-playing for students to express their critical thinking abilities and create cultural responsiveness as the they engage each other and reflect upon their cultural differences (Xu, 2016).

References

Crow, M. L., & Nelson, L. P. (2015). The effects of using academic role-playing in a teacher education service-learning course. International Journal of Role Playing, 5, 26-34.

Ladha, T., Zubairi, M., Hunter, A., Audcent, T., & Johnstone, J. (2018). Cross-cultural communication: Tools for working with families and children. Paediatrics & Child Health, 23(1), 66–69. https://doi.org/10.1093/pch/pxx126

Ocepek, U., Bosnić, Z., Šerbec, I. N., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355. https://doi.org/10.1016/j.compedu.2013.07.029

Wilson, L. O. (2016). The three domains of learning: cognitive, affective, and psycomotor/kinesthetic. http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf

Xu, J. H. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54-57. https://doi.org/10.1016/j.cnre.2016.06.002

NUR-665E-RS-Evidence-BasedTeachingStrategiesMThomas5-4-20211.docx