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NURS FPX 6105 Assessment 3 Teaching Strategies

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Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

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Teaching Strategies

Teaching strategies are essential in a healthcare communication skills course for nurses to ensure they acquire the essential communication skills needed to address diverse patient needs. Effective instruction in this domain is required for promoting patient-centered care, enhancing interdisciplinary collaboration, and navigating the complexities of healthcare communication.

Learning Outcomes for a Course

A study conducted in Poland on healthcare communication skills for nurses provides valuable recommendations for developing an effective curriculum. It highlights the growing importance of communication in healthcare and emphasizes the need for cultural and contextual adjustments in communication courses. (Borowczyk et al., 2023)

A study delves into the importance of empathy in health and social care professionals through a comprehensive literature review. The research establishes that high levels of empathy among health professionals enhance their effectiveness in eliciting therapeutic change. However, many health professionals struggle to adopt empathetic communication in their daily practice, influenced by factors such as a high patient load, time constraints, academic culture, and insufficient education in empathy. The recommendations include hands-on educational programs to strengthen personal and social skills, effective communication, and professional development through supervision sessions. (Moudatsou et al., 2020)

The three learning outcomes for learning healthcare communication skills course are as follows: 

  1. Cultural competence and adaptability
  2. Empathetic communication proficiency
  3. Comprehensive communication skills for patient-centered care

The healthcare communication skills course for nurses aims to enhance cultural competence and adaptability. Nurses can develop proficiency in empathetic communication to address challenges such as high patient loads and time constraints. The course covers comprehensive communication skills, including patient interactions and effective teamwork. 

General Course Content

The healthcare communication skills course for nurses covers various topics, such as boundary setting, non-verbal communication, effective feedback, empathy in written communication, and handling challenging scenarios. Nurses participate in demonstrations with standardized patients to gain practical insights into setting boundaries, using non-verbal cues, providing feedback, and navigating complex communication situations. (Mayo Clinic, 2024) These topics align with the course’s learning outcomes, promoting cultural competence and adaptability by addressing the needs of diverse patients. 

Appropriate Teaching Strategies

A study suggests integrating and leveraging technology-based teaching modalities like virtual simulation. The study highlights the importance of clinical training to ensure nurses develop the competencies for patient-centered care, cultural competence, and empathetic communication proficiency. Adopting a forward-thinking approach to curricular innovations becomes essential as the healthcare landscape evolves. (Gaur et al., 2020)

A study provides insights and tips for effective clinical teaching, emphasizing the development of competencies in communication skills, clinical reasoning, and professionalism. The importance of well-planned, structured teaching activities aligned with the curriculum is underscored, with role modeling by clinicians and senior students identified as influential in shaping students’ professional values. The study emphasizes the significance of direct observation and feedback in narrowing the gap between actual and desired performance. The study stresses the need to respect patient rights during teaching activities, the effectiveness of structured teaching methods, and the essential role of direct observation and feedback in student learning. (Burgess et al., 2020)

NURS FPX 6105 Assessment 3 Teaching Strategies

A study utilizes Gagne’s model as a template for designing instructional events and emphasizes experiential methods such as interaction with standardized patients or role play. The conclusion asserts that communication skills can be taught with clinician instructors, organizational support, and a fostering culture that contributes to successful training. (Hsieh & Lo, 2020)

These studies align with the objectives of a healthcare communication skills course for nurses, focusing on cultural competence, adaptability, empathetic communication proficiency, and comprehensive patient-centered communication skills across various scenarios, including boundary setting, non-verbal communication, effective feedback, empathy in written communication, and handling challenging scenarios.

Evidence-Based Strategies for Managing Potential Barriers to Learning in a Classroom

Here’s an explanation of selected strategies for nurses:

  1. Integrating technology-based teaching modalities:

Gaur et al. (2020) advocate for leveraging technology, emphasizing the use of virtual simulation. Such interactive modalities align with the evolving healthcare landscape, offering nurses experiential learning opportunities.

  1. Effective clinical teaching with emphasis on competencies:

Burgess et al. (2020) stress the importance of effective clinical teaching to develop communication skills, clinical reasoning, and professionalism competencies. As highlighted in the study, direct observation and feedback play a crucial role in shaping nurses’ professional values. 

  1. Utilizing experiential methods and Gagne’s model:

Hsieh & Lo (2020) propose using Gagne’s model and experiential methods like role play for teaching communication skills. Role-playing and interactive sessions allow nurses to practice and refine their communication skills, fostering cultural competence, adaptability, and empathetic communication proficiency.

Potential Barriers to Learning in a Classroom

A study highlights potential barriers to learning in health sciences education, including poor learner motivation, unrealistic expectations, and limited resources. It also suggests that certain subjects may be less compatible with online learning, emphasizing the need to address IT skills among learners. The study underscores the importance of addressing motivational, resource-related, disciplinary, and technological challenges to optimize health sciences education, including healthcare communication skills. (Regmi & Jones, 2020)

Strategies for Overcoming Learning Barriers

Integrating technology and experiential methods can enhance learner motivation (Regmi & Jones, 2020). Virtual simulations make the learning process more dynamic and appealing to nurses, potentially mitigating motivational barriers.

As Burgess et al. (2020) suggested, effective clinical teaching ensures that nurses have clear expectations and receive direct observation and feedback. This clarity in expectations and continuous feedback helps align nurses’ perceptions with the actual demands of patient-centered care and communication, reducing the likelihood of unrealistic expectations.

Utilizing technology-based teaching modalities and well-structured clinical teaching activities aligns with optimizing limited resources (Regmi & Jones, 2020). Virtual simulations and carefully planned clinical teaching activities offer efficient, resource-effective ways to provide quality education to nurses.

The selected strategies emphasize the importance of direct observation, feedback, and well-structured teaching methods (Burgess et al., 2020). These elements help address concerns about subjects being less compatible with online learning by ensuring a well-designed, engaging online curriculum supporting diverse learning needs.

Incorporating technology-based teaching, as suggested by Gaur et al. (2020) and Hsieh & Lo (2020), indirectly addresses the need to enhance IT skills among nurses. By integrating user-friendly technology and providing necessary training, nurses can develop IT skills for effective participation in online learning environments.

Maintaining Diverse Learners’ Motivation

Here’s how the mentioned strategies motivate learner nurses during a healthcare communication skills course. As highlighted by Regmi & Jones (2020), integrating technology and experiential methods introduces virtual simulations that make the learning process relatively easy and engaging. Technology-based teaching modalities and well-structured clinical activities offer nurses an efficient and engaging educational experience. (Regmi & Jones 2020)

Burgess et al. (2020) emphasized that effective clinical teaching is crucial in aligning nurses’ expectations with patient-centered care demands. Clear expectations and continuous feedback enhance learning outcomes and foster a sense of accomplishment, maintaining motivation. The strategies’ emphasis on direct observation, feedback, and diverse teaching methods, according to Burgess et al. (2020), addresses concerns about subject compatibility with online learning, ensuring a well-designed curriculum that caters to varied learning needs.

Finally, incorporating technology, as suggested by Gaur et al. (2020) and Hsieh & Lo (2020), indirectly addresses IT skills enhancement, making the online learning environment accessible and promoting active participation among learner nurses, ultimately keeping nurses motivated.

Conclusion

In conclusion, incorporating teaching strategies such as virtual simulations, effective clinical teaching, and utilizing Gagne’s model offers numerous advantages, including increased engagement, personalized feedback, and realistic scenarios. Using technology, establishing clear expectations, and providing well-structured activities ensure a supportive and motivating learning experience for learner nurses, enabling them to navigate challenges and provide optimal patient care effectively.

References

Borowczyk, M., Agata Stalmach–Przygoda, Doroszewska, A., Libura, M., Chojnacka-Kuraś, M., Łukasz Małecki, Kowalski, Z. W., & Katarzyna Jankowska. (2023). Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations. BMC Medical Education23(1). https://doi.org/10.1186/s12909-023-04533-5 

Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education20(S2). https://doi.org/10.1186/s12909-020-02283-2 

Gaur, U., Majumder, M. A. A., Sa, B., Sarkar, S., Williams, A., & Singh, K. (2020). Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond. SN Comprehensive Clinical Medicine2(11), 1992–1997. https://doi.org/10.1007/s42399-020-00528-1 

NURS FPX 6105 Assessment 3 Teaching Strategies

Hsieh, M.-C., & Lo, W.-L. (2020). Teaching communication skills: Using Gagne’s model as an illustration. Tzu Chi Medical Journal32(1), 19. https://doi.org/10.4103/tcmj.tcmj_59_19 

Mayo Clinic. (2024). Effective Communication in Healthcare Online CNE Course | Mayo Clinic School of Continuous Professional Development. Ce.mayo.edu. https://ce.mayo.edu/nursing/content/effective-communication-healthcare-online-cne-course#:~:text=Topics%20include%20boundary%20setting%2C%20non 

Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The Role of Empathy in Health and Social Care Professionals. Healthcare8(1), 1–9. ncbi. https://doi.org/10.3390/healthcare8010026 

Regmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education20(1), 1–18. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02007-6 

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