Promoting active learning using audience response system in large bioscience classes

This paper considers the challenges of bioscience teaching and learning in pre-registration nurse education. Effective learning requires active student participation which is problematic when teaching large groups of students. New technologies, such as the audience response system (ARS), have been introduced to increase student participation and support them in the understanding of complex bioscience concepts. Within one university department, an evaluation was undertaken to identify the perceptions of pre-registration nurse students on the use of ARS in the teaching and learning of bioscience. Our findings concur with others that ARS increases student participation and aids in identifying misconceptions and in correcting them. Students found ARS very useful and wanted ARS to be used in additional modules too. Although ARS did not seem to motivate students to study adequately before attending the relevant sessions, it increased discussion among students and awareness of their level of knowledge compared to their peers. Further research is required to identify the effectiveness of ARS in the teaching and learning of bioscience and its impact on the performance of the students in their final assessments.     

Promoting an active clinical learning environment for associate degree nursing students

Nurse educators are challenged to develop and implement clinical learning opportunities. The authors discuss their experiences to include the planning process, clinical coordination and faculty roles, positive student experiences in diverse settings, and their successful outcomes. Recommendations are included which highlight a deliberate, thoughtful approach.     

Using Internet discussion boards as virtual focus groups

While the potential of Internet-based qualitative research methods is substantial, such methods are not without their problems. Some of these methodological challenges are unique to the medium, while others are similar to those of more traditional qualitative methods. This article presents some of these methodological challenges, and explores some of the issues involved in using on-line discussion boards as virtual focus groups in a study of perimenopausal women with migraines. Design of the study and its advantages and disadvantages are discussed, including the role of the moderator. Some of the problems encountered included potential for misunderstandings due to limits of written communications, and difficulty encouraging participation.     

Promoting information literacy through collaborative service learning in an undergraduate research course

Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made.     

Application and evaluation of a combination of socratice and learning through discussion techniques

This article has its genesis in the inquirer's interest in the need for internalizing critical thinking, creative thinking and reflective skills in adult learners. As part of a broader study the inquirer used a combination of two techniques over a period of nine months, namely: Socratic discussion/questioning and Learning Through Discussion Technique. The inquirer within this inquiry elected mainly qualitative methods, because they were seen as more adaptable to dealing with multiple realities and more sensitive and adaptable to the many shaping influences and value patterns that may be encountered (Lincoln & Guba, 1989). Purposive sampling was used and sample size (n = 10) was determined by the willingness of potential participants to enlist in the chosen techniques. Feedback from participants was obtained: (1) verbally after each discussion session, and (2) in written format after completion of the course content. The final/summative evaluation was obtained through a semi-structured questionnaire. This was deemed necessary, in that the participants were already studying for the end of the year examination. For the purpose of this condensed report the inquirer reflected only on the feedback obtained with the help of the questionnaire. The empirical study showed that in spite of various adaptation problems experienced, eight (8) of the ten (10) participants felt positive toward the applied techniques.     

Connecting narrative with mental health learning through discussion and analysis of selected contemporary films

In a recently completed qualitative study of nursing leaders' views of requirements for practice, seven aspects of recovery practice were revealed as central for graduates to learn. It is challenging to provide an in‐depth understanding of recovery in a nursing curriculum because there are so many competing content areas and, as a result, time is constrained. However, because it is so vital to understand, educators would benefit from developing and sharing teaching strategies that explore recovery deeply, memorably, and engagingly, in order to encourage theory to be put into practice. Recent research into narrative pedagogy suggests that better use of stories, especially those that have strong emotional pull, such as well‐made films and memoirs, may offer solutions to creative educators. Stories can have transformative potential, because once heard and heeded, the person can never go back to exactly how they were before. Recovery learned in this way becomes a threshold concept for the mental health curriculum. This paper outlines an engaging and time‐efficient teaching strategy to develop these skills, drawing on the concept of narrative pedagogy.     

Promoting effective decision-making in sexually active adolescents

Promoting effective decision-making in adolescents who are active sexually and those who are not incorporates knowledge of the changes occurring in the intellectual, psychological, and emotional realms. The health professional must provide comprehensive and effective counseling in a variety of creative ways during the adolescent period. The time to begin is with the young adolescent, 10 or 11 years old, and continue over time. The key to success is prevention: prevention of sex without full consent, unwanted pregnancy, ignorance of one's own body, and decisions by default.     

Promoting clinical scholarship through scholarly writing

To promote clinical scholarship, critical thinking, problem-solving ability, and effective writing and research skills in their students, faculty replaced their major care plan with a capstone scholarly paper. The authors discuss how faculty, who serve as mentors, guide their students through the development of the scholarly paper.