Evidence-Based Teaching Strategies

Identify three evidence-based teaching strategies with which you are familiar and explain how you plan to implement them in your practicum setting. Include one advantage and one limitation for each strategy you describe. Include at least two scholarly sources to support your position.

Answer

Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.

Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher to understand the needs of the learners, understand their misunderstandings, and help the teacher to devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.

Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. In large classes, allowing immediate neighbors to discuss questions can help in achieving group work. However, proper organization of the group is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.

Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit instructions verbally combined with meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.

References

Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion7, 115. https://doi.org/10.4103/jehp.jehp_169_17

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education18(1). https://doi.org/10.1186/s12909-018-1278-z

Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19

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