| |
| |
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 | |