| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| Contributing Authors | |
| |
| |
| Reviewers | |
| |
| |
| |
| Teaching and Learning | |
| |
| |
| |
| Good Teaching | |
| |
| |
| Hallmarks of Good Teaching | |
| |
| |
| Teacher Style | |
| |
| |
| Seven Principles of Good Practice in Undergraduate Education | |
| |
| |
| Nurses as Teachers | |
| |
| |
| References | |
| |
| |
| |
| Learning Theory | |
| |
| |
| Learning Theories | |
| |
| |
| Types of Learning | |
| |
| |
| Learning Styles | |
| |
| |
| References | |
| |
| |
| |
| Motivation and Behavior Change | |
| |
| |
| Learner Characteristics | |
| |
| |
| Planning for Learning | |
| |
| |
| Motivation and Behavior Change Theories | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Literacy | |
| |
| |
| Literacy Levels | |
| |
| |
| Reading Levels | |
| |
| |
| The Importance of Adequate Literacy | |
| |
| |
| Assessing Literacy | |
| |
| |
| Teaching People with Low-Literacy Skills | |
| |
| |
| Developing Printed Educational Materials | |
| |
| |
| Information Literacy | |
| |
| |
| References | |
| |
| |
| |
| Multicultural Aspects of Learning | |
| |
| |
| Learning About Culture | |
| |
| |
| The Culture of Teachers and Learners | |
| |
| |
| Teaching Strategies | |
| |
| |
| Communication Issues | |
| |
| |
| References | |
| |
| |
| |
| Planning and Conducting Classes | |
| |
| |
| The Planning Sequence | |
| |
| |
| Selecting Teaching Methods | |
| |
| |
| Choosing a Textbook | |
| |
| |
| Planning Assignments | |
| |
| |
| Conducting the Class | |
| |
| |
| References | |
| |
| |
| |
| Teaching Strategies | |
| |
| |
| |
| Traditional Teaching Strategies | |
| |
| |
| Lecturing | |
| |
| |
| Discussion | |
| |
| |
| Questioning | |
| |
| |
| Using Audiovisuals | |
| |
| |
| The Interactive Lecture | |
| |
| |
| References | |
| |
| |
| |
| Activity-Based Teaching Strategies | |
| |
| |
| Cooperative Learning | |
| |
| |
| Simulations | |
| |
| |
| Problem-Based Learning | |
| |
| |
| Self-Learning Modules | |
| |
| |
| References | |
| |
| |
| |
| Computer Teaching Strategies | |
| |
| |
| Computer Technology and Learning | |
| |
| |
| Computer-Assisted Instruction | |
| |
| |
| Computer-Managed Instruction | |
| |
| |
| The Internet | |
| |
| |
| Virtual Reality | |
| |
| |
| References | |
| |
| |
| |
| Distance Learning | |
| |
| |
| Advantages and Disadvantages of Distance Learning | |
| |
| |
| Clinical Education in Distance Learning | |
| |
| |
| Interactive Television Classes | |
| |
| |
| Distance Learning via the Internet | |
| |
| |
| References | |
| |
| |
| |
| Teaching Psychomotor Skills | |
| |
| |
| History of Teaching Psychomotor Skills | |
| |
| |
| Learning Psychomotor Skills | |
| |
| |
| Approaches to Teaching Skills | |
| |
| |
| Assessment of Psychomotor Skill Learning | |
| |
| |
| Which Skills Should be Taught? | |
| |
| |
| References | |
| |
| |
| |
| Promoting and Assessing Critical Thinking | |
| |
| |
| Defining Critical Thinking | |
| |
| |
| Distinguishing Critical Thinking from Other Concepts | |
| |
| |
| Ways We May Inhibit the Critical Thinking of Nursing Students | |
| |
| |
| Strategies that Enhance Critical Thinking | |
| |
| |
| Assessing Critical Thinking | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| |
| Clinical Teaching | |
| |
| |
| Purpose of the Clinical Laboratory | |
| |
| |
| Models of Clinical Teaching | |
| |
| |
| Preparation for Clinical Instruction | |
| |
| |
| Conducting a Clinical Laboratory Session | |
| |
| |
| Evaluating Learner Progress | |
| |
| |
| Clinical Evaluation Tools | |
| |
| |
| References | |
| |
| |
| |
| Assessing and Evaluating Learning | |
| |
| |
| Classroom Assessment | |
| |
| |
| Evaluation of Learning | |
| |
| |
| Test Item Analysis | |
| |
| |
| References | |
| |
| |
| |
| The Professional Teacher | |
| |
| |
| |
| The Faculty Role | |
| |
| |
| Finding the Right Educational Setting | |
| |
| |
| The Appointment Process | |
| |
| |
| Reappointment, Tenure, and Promotion | |
| |
| |
| Teaching Assignments and Academic Freedom | |
| |
| |
| Curriculum Development | |
| |
| |
| Student Advisement | |
| |
| |
| Program Assessment | |
| |
| |
| Committee Work | |