Choose two models or theories for each mode of instruction (2 class, 2 lab, and 2 clinical) upon which you could build your learning activities. Of the six, one must be selected from the following: self-directed, experiential, transformative, and service learning. One must be a nursing theory. You may use theories or models beyond those found in your texts. The scientific literature has several that may be interesting to you.
Choose 6 different theories/models in total. Provide a brief summary of each and explain your rationale for choosing it, including how it specifically supports your learning goals for the course. You are not creating the specific learning activities, just researching theory to provide direction for future curriculum-building decisions. Organize your presentation as follows:
Introduction - Provide a brief description of the course you have chosen, including where it falls in the curriculum, and your overall student learning goals.
Theories to Support Classroom Instruction with summary of theory, rationale, and how it specifically supports your course learning goals
Theories to Support Lab/Simulation Activities with summary of theory, rationale, and how it specifically supports your course learning goals
Theories to Support Clinical Experiences with summary of theory, rationale, and how it specifically supports your courselearning goals
Conclusion
Full Answer Section
Model/Theory Selection:
Classroom:
- Self-Directed Learning (SDL): SDL empowers students to take ownership of their learning journey, aligning with the goal of developing independent, critical thinkers. Students would engage in activities like case studies, problem-based learning, and research projects, fostering self-motivation, metacognition, and responsibility for their learning progress.
- Transformative Learning Theory (TLT): TLT emphasizes learning as a transformative process that challenges assumptions, expands perspectives, and empowers personal growth. Classroom activities could involve critical reflection exercises, ethical dilemmas, and discussions on social justice issues in healthcare. By engaging with diverse viewpoints and challenging their own biases, students can develop cultural competence and a deeper understanding of the human experience.
Laboratory:
- Experiential Learning Theory (ELT): ELT emphasizes learning through doing, aligning with the need for students to develop practical skills in a safe environment. Simulated labs, virtual scenarios, and role-playing exercises would allow students to practice clinical skills, manage simulated emergencies, and hone decision-making abilities before entering real-world clinical settings.
- Nursing Process Model: This evidence-based model serves as the foundation for safe and effective nursing practice. Laboratory activities could be designed to guide students through each stage of the nursing process, from assessment and diagnosis to planning, intervention, and evaluation. This fosters critical thinking, problem-solving, and clinical reasoning skills essential for competent care.
Clinical Setting:
- Service-Learning: Service-learning connects academic learning with real-world experiences through community engagement. Students could be involved in community health projects, educational initiatives, or patient advocacy campaigns. This promotes social responsibility, cultural competence, and a holistic understanding of healthcare beyond the hospital walls.
- Benner's Stages of Skill Acquisition: This nursing theory describes five stages of skill development, providing a framework for monitoring and supporting student progress in the clinical setting. Preceptorship and clinical supervision can be tailored to meet individual student needs based on their identified stage, ensuring individualized and effective learning experiences.
Rationale for Chosen Models/Theories:
The chosen models and theories were selected based on their ability to:
- Align with overall learning goals: The selected models cater to the goals of developing independent learners, critical thinkers, culturally competent, and socially responsible nurses.
- Foster diverse learning styles: The combination of self-directed, experiential, transformative, and service-learning approaches caters to students with different learning preferences, ensuring optimal engagement and understanding.
- Promote active learning: All chosen models move beyond passive information absorption and encourage active participation, reflection, and application of knowledge to real-world scenarios.
- Develop essential nursing skills: The models chosen support the development of both cognitive skills (critical thinking, problem-solving) and practical skills (clinical procedures, communication) necessary for competent nursing practice.
- Enhance professional development: By engaging in self-directed, transformative, and service-learning activities, students develop attributes like independence, ethical awareness, and social responsibility, preparing them for lifelong professional growth and leadership.
Conclusion:
This multi-theoretical approach to curriculum design offers a promising framework for building engaging and effective learning activities in the chosen nursing course. By integrating self-directed, experiential, transformative, and service-learning models with the foundations of the nursing process and Benner's theory, this approach fosters the development of well-rounded nurses who are not only skilled practitioners but also critical thinkers, compassionate caregivers, and active contributors to their communities.
Sample Answer
This document outlines six models and theories chosen to inform the learning activities for a specific nursing course. The course focus, positioning within the curriculum, and overall student learning goals will be briefly presented, followed by detailed explanations of the chosen models for each of the three instruction modes: classroom, laboratory, and clinical settings.
Course Description:
(Please replace this section with a specific description of the chosen nursing course, including its title, level in the curriculum, and key content areas.)
Overall Student Learning Goals:
(Please replace this section with a list of specific learning goals you aim to achieve through this course, focusing on knowledge, skills, and attitudes relevant to nursing practice.)