6/10/2016
Using Engaging Classroom
Teaching/Learning Strategies to
Enhance Student Thinking and
Discovery
Judith W. Herrman,
PhD, RN, ANEF, FAAN
Professor
School of Nursing
University of Delaware
Objectives
• Describe strategies to
build a thinking community of learning
• Discuss effective and innovative teaching
strategies to enhance critical thinking,
decision-making, and priority-setting.
• Apply strategies to personal teaching in
order to enhance student learning and
quality of patient care.
Strategies to build a thinking, learning
community
1. Why are you here?
2. Common and Different
• Talk to your neighbor to the left of you
• Find four things that you have in common
• Find four things that you have which are
different
• NOW YOU KNOW EACH OTHER!
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Ice Breaker Example:
3. Which shape best describes you as a nurse?
• Organized, structured, rigid,
task oriented, concrete, no
ideas…all do
• People lovers, caring,
nurturing, harmony
• Period of transition,
confused, don’t know what to
choose
• Leaders, make decisions,
works well with squares, in
charge, delegate
• Creative, relaxed, idea
people, little work/results
Team-building...
4. Setting priorities icebreaker
• Students-write the three most important
things in your life
• Give up one….then another…
• Uses: Setting priorities, poverty, aging,
others?
Strategies to build priority setting skills
5. Pause for Priority Setting
After teaching, discussing
a topic, or demonstrating in lab, ask
students:
–“What’s the Big deal?”
–“What’s the point?”
–“First nursing priority?”
–“First nursing action?”
– “Why is this so important?”
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What’s the big deal? What do you do?
• A child who is 7 years old and is home schooled. The
mother refuses to allow her child to be immunized.
• A child with a mild fever and irritability following the 6
month set of immunizations.
• A child who is two years old and has received no
immunizations thus far.
• A child with a severe respiratory infection (fever,
wheezing, coughing) at immunization time.
• A 20 year old travelling to a country with endemic
malaria and Hepatitis A.
6. All Things Being Equal
Provide 3-4 variables; “worry about?”
• An adolescent with barrel chest
• A child with bronchitis and course breath sounds
• An infant with slow see-saw respirations
• A child with asthma with an intermittent cough
7. Two truths and a lie
8. Use the Star
9. In basket exercises
Given certain information, a group is asked to
do a task within a time frame. No other
information is available.
• Stuck on an elevator-– group process
– first aid
• Setting priorities
– leadership
– between client issues
• Strategies to build critical thinking
skills
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STUCK-in Pairs
You are stuck on an elevator
with a 16 year old young
woman with Type 1 diabetes.
You will be stuck on the elevator for 24
hours. Write down 10 items you need
to assist to keep this young woman
safe and normoglycemic for that time
period. The security guard will contact
you in 3 minutes.
Whack on the head experiences:
10. Ah-Hah Journals
– Describe events, persons, and issues
– Discuss reactions, feelings, contributing
factors
– Generalize and learn
Whack on the head experiences:
11. One-minute
class
• Allow students short periods during class--a quick
class to meet course objectives
12. Critical thinking exercises
• Provide exercises with readings
…encourage “stoplight thinking” or
“shower thinking”… discuss in lab...
• Encourage involvement
• Encourage preparation
• Before or during class, clinical, or lab to
stimulate thinking!
• 3-4 questions/lecture
• Focus for test questions
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Critical thinking exercises
• You are giving a client an
injection…you check his name
band…and he tells you a different
name than on the band…what do
you do?
• You are giving an injection to a
client. When you insert the needle,
it bounces…what do you do?
13. Email Assignments
14. WEB Assignments
• Ask questions before class about the
material
• Have them email you simple answers
• Logistically tough
• Reinforces before class preparation and
thought
• Encourages keeping up with material
15. Admit Ticket
• The importance of preparation
• Admit or Exit Ticket
–
–
–
–
–
Preparation Sheet
Quizzes
Test Questions
Case Studies and questions
Nuts and Bolts
16. Nuts and Bolts
Once upon a time there was a
_______________ who had ______________
and was ___________________. The nurse
assesses the patient and determines he has
__________________ and begins to
______________________. As a result of
the actions the patient ______________.
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NUTS AND BOLTS
Once upon a time there was a 14 year old
client who had cystic fibrosis and was
congested with increased work of breathing
and pulse ox =85%. The nurse assesses the
patient and determines he has increased
mucus build up and begins to provide chest
PT, administers a mucolytic, and encourages
coughing. As a result of the actions the
patient is breathing easier.
17. Think-Pair-Share
• Think….pair up and share with
each other
• Think as a pair and share with the
group
• How will active, engaging
teaching strategies help us on our
quest to foster student success?
18. Same Information
•
•
•
•
Use Think Pair Share
One person Read Case 1
One person Read Case 2
Discuss
• Did you have the same information?
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The Same Information
• A client enters the ED belligerent and yelling.
He smells like alcohol and is cursing and
staggering. What nursing care is indicated?
• A client enters the ED belligerent and yelling.
He smells like alcohol and is cursing and
staggering. He has a medical alert bracelet
that states he has Type 1 diabetes. He says he
feels sick, he as not eating all day, and that he
is not drunk. What nursing care is indicated?
19. In-class Test Questions:
Active learning is effective in teaching young
people because:
1. They are all hyperactive and have short
attention spans
2. They suffer the effects of immobility such as
pressure areas on the bony prominences
3. They all have the same learning styles
4. They learn best when participating in the
teaching learning process
20.Film Clips
• Provides connection with material
• Allows for learning
in the affective domain
• Use clips to stimulate
discussion
Thinking Questions!
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Thinking questions for short clips…
• What thinking questions can you come up
with to generate discussion in a class?
• What potential classes or
content do you believe
could use this film clip as a
creative teaching strategy?
• What additional film clips
could you use in your teaching?
Think Pair Share: Thinking Questions
• What is so amazing about this
film clip?
• Let’s say you are standing in the
outfield…how would you react if
that ball was coming near you?
• Where could you use this film
clip in your nursing education?
Strategies to build decision-making
skills
• Case Studies
21. Intro Cases
22. Interspersed Cases
23. Before Class Case Studies
24. Continuing Cases
25. Unfolding Case Studies
26. Reverse Case Studies
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Pharmacology Unfolding Case Study
• A client comes to the ED with shortness of breath,
complaints of pedal edema, and fatigue. He has a
history of CHF. The client has course breath sounds
with crackles.
• The client is given 40 mg. of furosemide (Lasix). He
does not void one hour after the bolus.
• The client is given another 40 mg. bolus furosemide
(Lasix) and a digitalizing dose of digoxin (Lanoxin).
• The client voids 120 ml. and reports decreased
SOB.
27. Self-learning mini modules
Develop small programmed modules in which
decision making is part of the learning
A client enters the hospital and is diagnosed with Type
1 diabetes. He is demonstrating the signs of
hypoglycemia.
What symptoms would the nurse expect?
Take the clients’ blood sugar.
If the client is low, what values would you expect?
How would you treat the low?
What follow up is necessary?
What could have caused the low?
How could the low be prevented?
28. Quick Write Exercises
–Spend one minute writing about
the day/shift/lab session
–“Day in the life of a client with…..”
–Write a letter to your simulated
client
–“one sentence or one word
summary”
–Any topic--allow for free writing or
have a goal in mind...
• The Same Information
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Quick Write
Coronary Artery Disease
Cardiovascular Disease
Name 5 elements of a healthy
lifestyle that are recommended for
people with or at risk for CAD
(CHF, hypertension, MI, angina,
etc.).
29. Invented dialogues
•
•
•
•
Have students come up with statements
More comfortable than role play
Come up with “answers”
Makes them more comfortable with
interactions..
• Let’s try….you are a new instructor, I will
play several quotes….think-pair-share with
your neighbor…what is your
answer/retort?
30. Use the book
Critical thinking exercises
Case studies
Test questions to be used in class
Great pictures to scan in
Students see the use of the book
Students encouraged to go back and look
in the book to study and with
questions
31. When you think of this, think of that
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• Give less time than needed
• Use odd times (3 minutes, 2 ½ minutes)
Advantages/Disadvantages
• Advantages
– Stimulates learning
– Changes pace
– Retention/connections
– Transitions
– Fun
• Disadvantages
– Risk
– Time to prepare/think
– Appropriate doses
– “Creativity Fatigue”
– Students may not accept
immediately
– Time from covering content
Creative Teaching Hints
• Assessing yourself, your curriculum, your
program, and your resources
• Deal in appropriate doses
• Need to know the material well before
you get creative
• Need to know, not nice to know
• Charge—application into your personal
teaching practice!
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