Photo Credit: QueensU on Flicka and reproduced under Creative Commons 2.0. Click on photo for link and credit.
As a nursing clinical instructor, the effective teaching of psychomotor skills in both the clinical laboratory and in the real life health care environment is an integral component of my teaching role. The psychomotor domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill, and while Bloom did not elaborate, others have developed different taxonomies. Some are fairly complex, however this short video captured my attention as a lovely demonstration of a simple interpretation of the taxonomy, which is easily accessible for any instructor. Observing, Imitating, Practicing and Adapting, each level of the psychomotor domain is exemplified through three musician's process of learning Starlfur by Sigur Ros, in the Victory Rose Project.
References
Ros. S. (2013, June 13). Bloom’s Taxonomy – Psychomotor Domain. Retrieved June 30, 2013 from
http://www.youtube.com/watch?v=Ws77mBvoO_A
(If the video does not load, click on this link and it will take you to youtube).
Note: Though not referenced in the video, Brett Brixler, a lead instructional designer at Penn State has documented a synthesis of the lead taxonomies which mirrors the one used in the video.
Go to: http://www.personal.psu.edu/bxb11/Objectives/index.htm to see his work.
Photo Credit: Wittmann 2013
Self-directed learning: Implications and limitations for undergraduate nursing education (Levett-Jones, 2005).
I taught nursing at a college in Saudi Arabia which was affiliated with Ulster University. Our curriculum was delivered using Blended Learning, with theory reviewed by the students on-line, followed by facilitated group sessions using student centered active learning techniques. This method requires a significant degree of self-direction on the part of the student. It failed in its execution, I believed, because neither the students nor the vast majority of the teachers had any previous experience with other than didactic teaching and rote learning. I chose this article to gain a greater insight into the challenges and limitations others have identified in the implementation of SDL for undergraduate nursing education.
References
Levett-Jones (2005). Self-directed learning: Implications and limitations for undergraduate nursing education. Nurse Education Today, 25, 363–368. doi:10.1016/j.nedt.2005.03.003
Photo Credit: CollgeDegrees360 on Flickr and reproduced under Creative Commons 2.0. Click on photo for link and credit.
A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing (Jefferies, 2005).
Teaching nursing students to be clinically competent has evolved significantly over the past decade, and today a major emphasis is on the use of simulation as a teaching strategy. This article was selected because it seeks to answer some of the questions which I have had as I incorporated simulation into my clinical laboratory sessions, such as: 'What teaching and learning practices contribute to positive outcomes?', 'What is the role of the teacher?' and 'How does the simulation design contribute to the overall experience?'. The author proposes a framework for designing, implementing and evaluating simulations that I believe will be a useful guide for future use.
References
Jeffries, P. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-13. doi: http://dx.doi.org/10.1043/15365026(2005)026<0096:AFWFDI>2.0.CO;2
Photo Credit: Lower Columbia College on Flickr and reproduced under Creative Commons 2.0. Click on photo for link and credit.
Care plans using concept maps and their effects on the critical thinking dispositions of nursing students (Atay and Karabacak, 2012).
I have taught the nursing process, care planning and critical thinking to first year nursing students in Saudi Arabia, and found it a significant challenge. I was not sure I was using the most effective teaching strategies to introduce them to this complex process, nor was I convinced the students were actually developing their critical thinking skills. This research article originating from Turkey describes a randomized controlled pre and post test study where concept mapping was introduced as an instructional strategy to teach care planning and was found to enhance critical thinking skills. Growing research supports the authors conclusions, and therefore I am looking forward to using this learning tool with my future students.
References
Atay, S., and Karabacak, U. (2012). Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. International Journal of Nursing Practice, 18, 233–239. doi:10.1111/j.1440-172X.2012.02034.x
Photo Credit: Wittmann 2013
Getting Ready for Simulation-Based Training: A Checklist for Nurse Educators
(Guimond, Sole and Salas, 2011).
The previous resource has helped me to have a mental framework to structure my overall understanding of simulation as an instructional strategy. This article builds on this understanding, by providing an easy to use pre-training checklist to facilitate the use of patient simulators in the clinical laboratory. I foresee using this checklist as part of my clinical skills lab lesson planning, to ensure that the desired training outcomes – the requisite knowledge, skills and attitudes - are incorporated into the training session.
References
Guimond, M., Sole, M., and Salas, E. (2011). Getting ready for simulation-based training: A checklist for nurse educators. Nursing Education Perspectives, 32(3), 179-85. doi: http://cclsw2.vcc.ca:2085/10.5480/1536-5026-32.3.179
Photo credit: Wittmann 2003