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10-2
Objectives Integrate active learning best practices to:
• Facilitate students’ critical thinking
• Stimulate learning
• Create a positive learning environment
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Active Learning Strategies to Consider Stories and Cases Using Questions Building on Reflection Writing to Learn Using Technology Tools Affirming and Challenging (Feedback)
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Clinical Faculty, Basic Guide Social Significance, naming your product Ultimacy, using best practices Collegiality, using your resources
(Who are you going to call when you don’t know what to do?)
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Measures to Facilitate Critical Thinking
What do we already know?
What do we need to know about critical thinking?
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Critical Thinking Is: Purposeful, outcomes-directed Driven by patient, family, community needs Based on principles of the nursing process
and scientific method
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Critical Thinking Requires knowledge, skills, experience, and
commitment to developing CT Is guided by professional standards and ethics Makes the most of human potential Reevaluates and strives to improve
- Alfaro-LeFevre, R. (2004)
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Active Learning “Just do it” approach
Focus on making a good “fit” between student learning expectations and chosen assignments
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Stories and Cases: Benefits Engage and Convey Information Promote Connectedness Promote Problem Solving (what next?) Share varying points of view (patient, family,
healthcare provider perspectives)
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Stories and Cases: Examples Once upon a time…. Stories, learning, change intertwined Student stories Cases Using stories for difficult scenarios What’s wrong with this picture?
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Using Questions
Good teaching = good communication Questions facilitate and assess learning Questions bring life to critical thinking Modeling inquiry promotes student inquiry What if?
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General Question Guidelines Learning demonstrated as:
• Cognitive learning
• Psychomotor learning
• Affective learning
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Assessing Cognitive Knowledge: Bloom’s Taxonomy Knowledge – Recalling
• Remembering facts and learned information Comprehension – Understanding
• Explaining and describing Application – Problem Solving
• Using information in new settings
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Assessing Cognitive Knowledge: Bloom’s Taxonomy Analysis – Exploring patterns and meanings
• Examining component parts Synthesis – Creating
• Combining ideas into a new statement Evaluation – Judging
• Making an evaluation based on criteria
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Reflection: Benefits Students consider their experiences Build on previous experiences Gain self-evaluation skills
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Reflection: Examples
Mental rehearsals
• Cognitive framing Hindsight 20/20
• Reflecting on what
you have learned Self-assessments
• Goal setting
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Writing to Learn: Benefits Writing as thinking Reflective component to
discover and shape meaning
Build on what already know Remember and process
information
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Writing to Learn: Examples Selected tools
and strategies Benner’s model
to create clinical narratives
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Technology Tools: Benefits Manage rapid information turnover
• Rote memorization no longer adequate Enhance clinical learning
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Selected Tools and Strategies Clinical learning labs PDAs (Getting started, Expert of the day) Web-based conferencing
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Feedback: Affirming and Challenging Communication of information that assists the
student to reflect/interact with the information and construct self-knowledge relevant to course learning and to set further learning goals
- Bonnel, W. (2005)
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Feedback: Affirming and Challenging Coaching students to seek and use feedback Using qualitative tools to synthesize data for
feedback (interview, observation, record review) Challenging students
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Active Learning Strategies to Consider Stories and Cases Using Questions Building on Reflection Writing to Learn Using Technology Tools Affirming and Challenging (Feedback)
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Summary: Creating a Positive Learning Environment Integrate active learning
best practices to:
• Facilitate critical thinking in clinical settings
• Stimulate learning
• Create a positive learning environment