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Author: Lynne E. Young Publisher: Lippincott Williams & Wilkins ISBN: 9780781757720 Category : Medical Languages : en Pages : 648
Book Description
Examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies.
Author: Lynne E. Young Publisher: Lippincott Williams & Wilkins ISBN: 9780781757720 Category : Medical Languages : en Pages : 648
Book Description
Examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies.
Author: Maryellen Weimer Publisher: John Wiley & Sons ISBN: 0470366419 Category : Education Languages : en Pages : 288
Book Description
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Author: Mark E. Quirk Publisher: Charles C Thomas Publisher ISBN: 039808209X Category : Medical education Languages : en Pages : 224
Book Description
This book can be used by students, faculty, and administrators to enhance the process of medical education. Medical students can use it to develop and refine their learning skills, assess their individual learning needs, identify resources to meet these needs, and to prepare themselves for critical learning events and transitions. Faculty can use this book to understand the learning process and develop teaching skills, thereby providing a framework for critically assessing how they teach. Administrators can use it to expose inadequacies in the medical education process and to strengthen the teaching and learning environment. Certain chapters of this book could serve as required readings for a medical school course on learning. The development and implementation of such a course, and the commensurate application of the espoused principles of learning and teaching to the educational process, would signal true medical educational reform. It would signify that critical attention is being paid to those aspects of learning medicine thought to be crucial: reading the literature, self-directedness, critical thinking/problem solving, lifelong learning and creativity. Such a course would be as important as any basic science course or clinical rotation to the training of future physicians who would use these skills throughout their professional lives. The book could serve as a foundation for faculty development with medical educators. In this regard, Part One provides insight into how medical students learn and has significant implications for teaching. Parts Two and Three provide practical guidelines for teaching and curriculum development from a learner-cen-tered perspective.
Author: Olabisi Oyelana Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The growing complexities and dramatic changes in the contemporary health care system require nurses to practice successfully with essential professional knowledge and skills required for safe and competent practice. The implication is that nurse educators are confronted with the challenge to redefine effective teaching strategies appropriate to prepare nurses for the complexities of the current practice demands. To this end, student-centered teaching (SCT) has emerged in many undergraduate nursing curricula as a tool to develop essential practice skills in nursing students. A lack of understanding of how nurse educators experience SCT may hinder its success and sustainability. This qualitative study explored the lived experience of clinical nurse educators (CNEs) using SCT in the practice settings. Ten CNEs who self-identified as using SCT volunteered to participate. Data were collected using a semi-structured interview guide and audio recorder. Additional data source included a demographic survey and a reflective journal. Analysis of the CNEs' perspectives revealed an overarching theme entitled "SCT in a non-student-centered world" with a variety of meanings of SCT from a humanistic point of view. Participants identified individual, staff, and contextual factors including policy issues that hinder successful implementation of SCT in the practice settings. The study also unveiled that a successful paradigm shift to SCT may not be the sole responsibility of the CNEs but a joint endeavor by all stake-holders within the health care delivery system. Findings of this study may be used by nursing and health sciences faculty and administrators to guide policy and program planning that incorporates student-centered clinical education.
Author: Richard M. Felder Publisher: John Wiley & Sons ISBN: 1394196342 Category : Education Languages : en Pages : 374
Book Description
The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning.
Author: Lynne E. Young
Author: Lynne E. Young
Author: Ethel H. Russaw
Author: Maryellen Weimer
Author: Mark E. Quirk
Author: 
Author: Olabisi Oyelana
Author: Kathleen Gaberson
Author: Richard M. Felder
Author: Esa Poikela
Author: Subha Ramani