N 582 Module 2: Effective Teaching: Using Humor, Creativity, and Innovation to Enhance Critical Thinking

N 582 Module 2: Effective Teaching: Using Humor, Creativity, and Innovation to Enhance Critical Thinking
N 582 Module 2: Discussion Question
Start by reading and following these instructions:
You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing.The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.
Discussion Question:
Conduct a literature search about one of the teaching strategies that is purported to enhance critical thinking (e.g. concept-mapping, problem-based learning, reflective journaling). Provide a summary of the evidence-based research, and suggest the application of this method in a nursing education scenario.
When you are ready for the discussion, do the following:
Click on the discussion link above.
Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
To properly post your answer, please click on the “Post” button.
After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.
To reply to a classmate’s post:
Click on the title of another student’s post.
Click “Reply to Thread” and type your response to the student.
Click the “Post” button to post your reply.
N 582 Module 2: Assignment
Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Critical Thinking Exercises:
Provide an example of how humor can be used to enhance learning in nursing education (either to patients, staff, or students).
Consider Chickering and Gamson’s (1987) principle of “emphasizing time on task (found in DeYoung, p. 9). Does this principle apply to both classroom and clinical learning? If so, how may it differ in each setting?
Observe a clinical nurse educator or preceptor. What strategies do they use that enhance student learning? What do they do that obstructs student learning?
Describe a situation in which an educator used a creative or innovative approach to promote understanding of an idea or concept.
Professional Development:
Consider an innovation that was recently implemented in a health care or academic setting that you are familiar with. Using the “Process of Innovation” (Exhibit 3-2, p. 44, Bradshaw & Lowenstein), describe how the innovation was introduced, from assessment through evaluation.
Effective Teaching: Using Humor, Creativity, and Innovation to Enhance Critical Thinking
Module 2 builds upon the theoretical base presented in Module 1 by introducing various dimensions of effective teaching that include
CaptureN 582 Module 2 Effective Teaching Using Humor, Creativity, and Innovation to Enhance Critical Thinking
creativity, humor, and exploration of innovative teaching strategies. The hallmarks of good teaching serve as a foundation in which the behaviors and attributes that contribute to effective teaching in nursing are explored. The concept of “critical thinking” is introduced, as wells as ways in which educators can promote or inhibit this process in nursing students.
Time Requirements:
The amount of time required to complete assignments in this module is approximately 17 to 20 hours.
Objectives:
After completing this module, students should have the knowledge and skills to:
Apply the process to develop and implement an innovative teaching strategy within a clinical or academic setting
Utilize resources and methods to integrate humor, creativity, and innovation into teaching practices
Assess one’s own teaching style based on the behaviors and attributes of effective teaching
Recognize teaching strategies that promote and inhibit critical thinking
Measure individuals’ critical thinking skills, abilities, and tendencies
Learning Materials:
Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapters 3, 5, 6, 7, 8)
DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Chapters 1 and 12)
Recommended Supplemental Reading:
Emerson, R. J. (2007). Nursing education in the clinical setting. St. Louis: Mosby. (Chapter 11)
McDonald, M. E. (2007). The nurse educator’s guide to assessing learning outcomes (2nd ed.). Boston: Jones & Bartlett. (Chapter 6)
Summary:
Critical thinking has been advanced as a requirement for nursing. This module explored what it is, whether it is a discipline-specific or generic skill, how it develops, how learning experiences can be designed to enhance it, and how one measures it in both the nursing education community and in the practice arena. Strategies that both enhance or impede the critical thinking process were introduced, as well as methods to evaluate critical thinking in individuals, courses, curricula, and in clinical practice settings. Effective teaching in nursing embraces opportunities to promote critical thinking. Behaviors and attributes of “good teachers” were described, as were the principles effective teaching. The use of humor, creativity and innovation in nursing education concluded this module.

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