Essay Sample on Nursing: Critical Thinking & Innovative Learning Methods for Quality Care

Introduction

Nursing is a unique and critical profession that involves providing quality healthcare services to the patient. The profession requires critical thinking which allows the nurse to develop innovative ways to handle healthcare challenges. Nurse educators have a role in implementing a supportive learning environment that takes into account the diverse learning needs of the students. The learning methods must support the development of critical thinking skills. The new learning methods must facilitate improved learning experiences that cater to the need needs of culturally diverse students. The nurse educators have a role in ensuring they employ diverse instruction strategies to ensure the mastering of the course content. The deep understanding of the course content helps the nurse to engage in critical analysis of the content available to promote the innovative application of knowledge into real-life situations. As a nurse educator, I would identify three instruction strategies in imparting knowledge in culturally diverse classroom settings. The three recommended strategies include blackboard or web-based learning, problem-based learning and simulation methods.

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Blackboard or Web-Based Learning

Blackboard learning offers a variety of tools which students can utilize to enhance their skills and knowledge in the profession. The use of technology will help the students to find the process of learning enjoying and less monotonous. Web-based learning helps the teacher to create a variety of learning platforms where students can engage in the dialogue learning process as opposed to a lecture from the instructor. Web-based learning entails the use of the internet to create an online learning space where students can post discussion topics and respond to each other as part of developing or criticizing the material (Sharma, 2017). The platforms will allow for posting of course content materials and create platforms where the students and teacher can interact outside the physical class. Web-based instruction allows for threaded discussions and creating classroom discussion groups where students can engage in critical absorption of study topics while at different places (Trelease, 2016). The incorporation of the web-based instruction methods will ensure the creation of a flexible learning environment where all students will have an equal opportunity to participate in the learning process without geographical barriers. The online platforms will create room for students posting of assignments and downloading online tutorials to engage the instructors on areas that they need assistance. The web-based instruction strategy helps to create equal learning opportunities for every student with diverse learning needs.

Problem-Based Learning

Problem-based approach learning helps the students to engage with course materials through a critical eye and prepare the student to apply the cumulative knowledge to the clinical issues. The PBL approach helps the students to use theoretical knowledge gathered from the course to innovate solutions to problem case scenarios as presented in the class.

The approach helps promote a student-centred approach to knowledge acquisition. PBL approach helps the students to retrieve theoretical knowledge and apply it to the clinical setting (Sharma, 2017). The approach helps the nurse to look at the problems from different perspectives and contexts then develop solutions based on critical thinking. The nursing profession requires a [plication of evidence-based practice into actual clinical settings at the patient bedside. How research translates into useful information and nursing procedures that help improve patient outcome is based on the problem-solving skills developed by the nurse as an expert. A good example when learning in class is preceded by a complex, challenging case scenario of a patient motivating discussions from the students to resolve using prior pieces of knowledge acquired in class. The process then translates into student identifying the knowledge gaps as impendent of student ability to handle the challenge successfully. The students then generate learning objectives and goals. Then students work on achieving the learning objectives in the subsequent lessons (Trelease, 2016).

Simulation Methods

Students use play to simulate practical situations in clinical settings and apply theoretical knowledge into practice during the simulations. The simulation approach design helps the students to find learning more interactive and fun. One can incorporate various aspects of learning through simulation by introducing different themes, such as a multidisciplinary approach to nursing practice. A variety of methods available for instruction include but not limited to role play, computer simulations, video interactions, standardized patients, and skit. These tools, when applied in class, help to explain a nursing practice or concept in a very engaging and interactive manner. Simulation methods accord learners opportunities to learn by doing. Some learners like practical application methods of learning; hence simulation gives a learning opportunity for such learners (Sharma, 2017).

Instruction Strategies and Learning Styles

Simulation instruction strategy aligns well with physical air kinesthetic learning styles. The physical learners will like to practical hands-on experience into what they are learning. Emulation through role-playing helps the nurse student to understand and memorize course concepts. The simulation method also fits in visual learners students. Some students learn best when the instructor puts the concept into visuals or practical pictures. Simulation exercises come in different forms, such as video interactions and computer interactions. The web-based approach also aligns with social learning. Some students understand best when they learn in teams (Anderson, 2016). The learners with such needs find it easy to learn group discussions and engaging each other ideas. These learners are likely to promote teamwork in their workspace and promote inter-professional collaboration in their practice. Social learners are enjoying learning in groups, for example, when given group projects to complete. Web-based learners also align with visual learners. Some learners may need cue or images to help absorb and easily memorize information (Wagner, 2014). Such learners capture the concepts well when web-based methods employ visuals like power points, images and cues that help them internalize course concepts. Web-based learning also supports verbal learners. Finally, the problem-based learning approach fits well with the logical learning style for those who want to understand the reasons behind a course concept or piece of information.

The Role of Instructional Strategies in Implementing Culturally and Generational Diverse Lessons

The blackboard instruction strategy help implements diverse cultural learning as students interact with each other they develop a multicultural understanding of different learning issues. Web-based learning incorporates generational and culturally diverse lessons since there are various strategies of communication strategies applied in the process (Wagner, 2014). Students exchange ideas and intact with materials from diverse cultural underpinnings hence develop multicultural issues in the learning processes. Simulation learning strategies incorporate different generations since it blends traditional and modern based learning. The baby boomers and generation X may feel comfortable with physical role plays. In contrast, millennial and generation z enjoy interacting with virtual or online-based simulations which incorporate technology in learning. The problem based learning help the students integrate innovative problem-solving approaches in working under a culturally diverse work environment. ( Alghamdi, 2012). The approach presents various case scenarios that may be a reflection of different groups represented in the classroom set up. It helps the students to learn as a group and understand each other cultural perspective and generate critical thinking in resolving the clinical problem presented in class.

Conclusion

In conclusion, the application of different instruction methods in nursing class helps the students to engage in critical thinking rather than memorizing the course content. Different instruction methods fit well within culturally and intergenerational class settings. Each method suits different styles of learning like visual, verbal, social, logical and physical learning styles. Effective instructional strategies in class are integral in producing nursing graduates adequately equipped with adequate knowledge and skills to dynamic nursing challenges. The blended instructional strategies help the students to find fun in learning and integrate technology as part of a student-centered approach to learning. The practice accords each type of learner an opportunity to master course content based on their unique learning styles and pace.

References

Alghamdi, A. (2012). Web-based educational systems and learning styles.Washington: Lulu Com.

Anderson, I. (2016). Identifying different learning styles to enhance the learning experience. Nursing Standard, 31(7).

Sharma, R. K. (2017). Emerging innovative teaching strategies in nursing. JOJ Nurs Health Care, 1(2).

Trelease, R. B. (2016). From chalkboard, slides, and paper to elearning: How computing technologies have transformed anatomical sciences education. Anatomical sciences education, 9(6), 583-602.

Wagner, E. A. (2014). Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking. Journal of Nursing Education, 53(6), 348-351.