Introduction
Effective nursing education requires strategies that engage students and help them relate to course material on a personal level. Two strategies that have proven to be highly beneficial in this regard are the “Past Experiences” strategy and the “Be Prepared” teaching method. The Past Experiences strategy encourages students to reflect on their personal encounters with healthcare, illness, or nursing, while the Be Prepared strategy ensures students come to class ready to engage with the content. In this article, we’ll explore how both strategies can be implemented to improve nursing education. Prepared as a Strategy In Nursing Education
Past Experiences in Nursing Education: General Description
One of the primary reasons many individuals choose to pursue nursing is due to past experiences with healthcare, illness, or trauma, often motivated by interactions with nurses. The Past Experiences strategy allows students to share these personal stories, which can serve as valuable teaching moments. By discussing past encounters with healthcare, students can relate more closely to the course content and develop a deeper understanding of nursing principles.
Preparation and Equipment for Past Experiences Strategy
This strategy requires no special equipment, only thoughtful planning regarding when and how to integrate personal reflections into the curriculum. Ideally, this approach works best in smaller classes with 30 or fewer participants, where students are more likely to feel comfortable sharing personal stories. Larger classes may require a more structured approach, such as asking students to write their experiences instead of sharing them verbally.
Example of Past Experiences Strategy in Action
In practice, the Past Experiences strategy is a simple yet effective icebreaker. For example, an instructor might ask, “What have your past experiences with nursing been like?” or “What past experiences do you have with healthcare?” These open-ended questions often elicit personal stories, allowing students to reflect on both positive and negative encounters with healthcare professionals.
This method is particularly useful in clinical groups, where students can discuss specific hospital routines, nursing staff interactions, and the experiences they’ve encountered during their training. By linking personal experiences to class material, students can contextualize new concepts and build on their previous knowledge.
Implementation of Past Experiences Strategy in Nursing Education
The Past Experiences strategy can be particularly powerful in fostering group discussions and connecting theoretical content with real-world practice. Here’s how to implement it effectively:
- Encourage Personal Reflection: At the start of a new topic, ask students to reflect on their own experiences with that subject. For example, if teaching a class on diabetes, ask, “What is your previous experience with diabetes?” This opens up the discussion, allowing students to bring in personal stories that can make the content more relatable.
- Facilitate Group Sharing: In smaller classes or clinical groups, encourage students to share their stories with one another. This not only builds rapport but also enhances the learning environment by bringing real-life scenarios into the classroom.
- Adapt for Larger Classes: For larger classes, instructors can ask students to reflect quietly on their experiences or write a brief summary of their thoughts. These reflections can then be shared in small group discussions or used as part of class assignments.
- Link Experiences to Course Content: Use students’ personal stories as a starting point to introduce new concepts. For instance, if a student shares a story about witnessing poor communication in a healthcare setting, the instructor can tie this into a lesson on the importance of effective communication in nursing.
Be Prepared as a Teaching Strategy in Nursing Education: General Description
The “Be Prepared” strategy emphasizes the importance of students arriving to class ready to engage with the material. Often, students struggle with effective preparation, leading to slowed learning and frustration. This strategy outlines specific steps students should take to ensure they are ready for each class. By setting clear expectations at the start of each lesson and providing guidance on how to prepare for upcoming classes, instructors can foster a more engaged and prepared student body.
Preparation and Equipment for Be Prepared Strategy
No special equipment is needed for this strategy. Instructors simply need to guide students on how to prepare for each class session, ensuring that they review the necessary materials and understand the importance of preparation for effective learning.
Example of Be Prepared Strategy in Action
At the beginning of each class, the instructor explains how students should have prepared for the session. For instance, before a lesson on congestive heart failure (CHF), the instructor might say, “Make sure to review the pathophysiology of CHF and understand key terms like preload, afterload, and contractility.” This not only clarifies the expectations but also helps students understand the relevance of their preparation. At the end of the class, the instructor can outline the preparation needed for the next lesson, ensuring continuity in learning.
Implementation of Be Prepared Strategy in Nursing Education
The Be Prepared strategy requires consistent effort from both the instructor and the students. Here’s how to implement it effectively:
- Set Clear Expectations: At the beginning of each class, explain to students what they need to have done to prepare for the lesson. Focus on key concepts that are necessary for understanding the day’s content, such as reviewing important terms or reading specific case studies.
- Provide Guidance for Future Preparation: At the end of each class, outline what students need to do to prepare for the next session. For example, if the next lesson is on pharmacology, ask students to read certain sections of their textbook and review relevant medication names and uses.
- Encourage Accountability: Remind students that their preparation will directly impact their ability to participate in class discussions and perform well on exams. Consider giving quizzes or short assessments to reinforce the importance of coming prepared.
- Leverage Technology: Post preparation guidelines online or send reminder emails to students. This helps keep them on track, especially in continuing education or in-service settings where students may be juggling multiple responsibilities.
- Use Shortcuts Wisely: For busy students, sometimes reading entire chapters may not be feasible. Encourage students to focus on chapter summaries, key terms, and case studies to get a good overview of the material. While this doesn’t replace deep reading, it can help students grasp essential concepts.
Conclusion
The Past Experiences and Be Prepared strategies are both highly effective tools in nursing education. By encouraging students to reflect on their own experiences with healthcare, the Past Experiences strategy helps make course content more relatable and engaging. Meanwhile, the Be Prepared strategy ensures that students come to class ready to learn, enhancing both the pace and quality of their education.
When implemented effectively, these strategies can significantly improve student engagement, promote active learning, and create a more dynamic and responsive classroom environment. By leveraging personal reflection and structured preparation, nursing educators can equip students with the skills and knowledge they need to succeed both in the classroom and in their future nursing careers.