Nursing Education Teaching Strategies example

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Nursing Education Teaching Strategies

The Nursing Education Strategy in the United States requires some very important improvement to manage and control the country’s disease burden and improve its health care services. Though there is a global challenge on the number of advanced practice registered nurses, the US healthcare system has some shortcoming on their teaching strategies that require some improvement. One approach is the strengthening of the collaborative partnership. The Health education in nursing (2010) examined the England Association of Colleges of Nursing that recommended that the working together of educational organizations with one another as well as with healthcare organizations would help in developing a better innovative approach for preparing nurses and their educators.

When England enacted this strategy, though it proved to be costly, it was able to overcome most of its challenges in the healthcare sector. If the United States put this strategy into practice, it will be able to cultivate on employee competencies through building on the values and assets that the partners bring with them. According to Health education in nursing (2010), the presence of partners helps in developing a greater research presence in the hospitals that the nurse educators can put to use in their training programs Woodhouse (2007) scrutinized the effective improvement caused by the introduction of the Dedicated Education Units (DEUs) that is an innovation in nursing education introduced in some countries They found out that the use of the dedicated education units disrupts the long used traditional education program where a faculty member is allocated to many students for the whole clinical education period. This innovation introduces the use of specially-trained staff nurses as the clinical instructors for only one or two students during the training period. Thus, according to Woodhouse (2007), the United States will be able to provide hands-on experience and more knowledge to their students from the practicing nurses if they consider the use of the DEUS.

In the book Bradshaw & Lowenstein (2014), they investigate how the uses of the long-used nursing programs where the nursing students complete their classroom education and consequently complete their required clinical know-how require very different learning needs. The two different experiences are often not directly related in that the classroom experience lack context. On the other hand, the clinical component is not well designed appropriately around the learner’s needs and learning objectives (Klein-Collins, n.d.). Also, this component does not include psychometrically sound evaluation of the student’s proficiency. To improve their training, the United States can improve the strategy through introducing nursing programs designed around learner’s competencies. One of these programs that other countries use involves enabling the students to come to their RN education with important clinical health care experience.

These students then have to demonstrate their competency by fruitfully completing performance examinations that cover all the aspects of the nursing curriculum. Therefore, the book, Bradshaw & Lowenstein (2014) illustrate how the enactment of this strategy will improve the quality of the trainees by producing …

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