Tell Em Strategy In Nursing Education Nursing Education and the Usefulness of Skits and the “Tell ‘Em” Strategy
Introduction
In the evolving landscape of nursing education, innovative teaching strategies play a crucial role in enhancing student engagement and content retention. Two such strategies, skits and the “Tell ‘Em” method, offer creative approaches to teaching core nursing concepts. This article explores how these methods can be effectively integrated into nursing education to improve learning outcomes.
Skits in Nursing Education
General Description
At the beginning of a class, instructors can use costumes or skits to present relevant content or introduce the day’s lesson. The costumes or skits, whether simple or elaborate, are aligned with the class objectives and provide a visual and interactive learning experience. This method engages students from the outset, making the lesson more memorable.
Preparation and Equipment for Skits
Using skits in nursing education requires a combination of self-confidence, creativity, and preparation. It’s important to design costumes or props that reinforce the class objectives, thereby enhancing both learning and retention. Instructors can gather materials for these skits by shopping at costume or thrift stores, or even borrowing from family and friends.
Example of the Strategy in Action
Simpler applications of this strategy can be highly effective. For instance, an instructor might wear a clown nose to introduce a discussion on humor in nursing theories, or a stress-relief T-shirt when addressing the topic of stress management in nursing. One group of students even designed a class fundraiser featuring a sweatshirt with “nursing diagnoses” printed on it. The instructor wore the sweatshirt to class and used it as a visual aid to introduce the concept of nursing diagnosis and analysis. This helped make a typically dry topic more engaging and relatable, especially because the sweatshirt was designed by more senior students, which resonated with the novice nursing students.
Implementation of Skits in Nursing Education
One of the unique benefits of using skits is their ability to make complex topics more relatable and easier to understand. For example, one faculty member dressed in camouflage to represent T-cells and their immune response during a lecture on immune function. The same faculty member used a superhero theme for a graduation address, donning a superhero belt and helmet borrowed from her son to illustrate the concept of the “super nurse.”
Another well-known nursing educator has been known to arrive at class dressed as Mother Goose, a fairy, or even a nurse from past eras. These costumes not only break the ice but also serve as visual cues that help students retain the lesson material. Whether using amusing hats, historical costumes, scrubs, or other clothing, skits create a fun yet serious learning environment.
Skits can be as elaborate or simple as desired, and they provide a lasting visual reminder of the material being taught. Novice nurses, students, or even seasoned professionals can recall these images during clinical practice, reinforcing key concepts.
In addition to costumes, incorporating scripts into skits helps further solidify the lesson. For example, students can simulate a patient interview, perform a mock resuscitation, or act out symptoms of a particular condition. In one instance, two students videotaped a skit about a patient with gastroesophageal reflux disease (GERD). The skit highlighted the condition’s signs and symptoms, as well as lifestyle factors that exacerbate it. This video was then shown before class to reinforce the material for that day’s lesson.
Skits can be integrated into the curriculum as class assignments, extra credit opportunities, or as voluntary performances, depending on the size of the class, rapport among students, and available time. By using skits creatively, educators can foster deeper understanding and long-term retention.
The “Tell ‘Em” Strategy in Nursing Education
General Description
The “Tell ‘Em” strategy is a simple yet highly effective method for reinforcing key lesson points. The strategy operates on a repetitive framework that begins with an introduction of the class content, followed by reinforcement during the session, and ends with a summarization. This method ensures that students have multiple opportunities to engage with and absorb important information. The repetition helps students organize their thoughts and retain key priorities from the lesson.
Preparation and Equipment
No special equipment is required for the “Tell ‘Em” strategy, though careful preparation is necessary. Instructors should craft a clear and concise introduction and summary to keep students focused. If using PowerPoint, it’s helpful to create specific slides for both the introduction and summary to visually guide the students through the material.
Example of the Strategy at Work
In my own practice, I use this method consistently in every class I teach. Each session begins with an introduction, followed by a detailed discussion, and concludes with a summary of the key points. When using PowerPoint, I ensure there are dedicated screens for both the introduction and summary. This repetition, coupled with the visual aid of the PowerPoint slides, provides a structured learning experience.
Implementation of the “Tell ‘Em” Strategy in Nursing Education
This method can be used in every class to create a sense of structure and closure for the students. Many students rely on the “get it, spit it, forget it” method of studying, where information is quickly absorbed, used, and forgotten. However, using repetition, as in the “Tell ‘Em” strategy, improves long-term retention of the material.
One thing to watch for when using this strategy is that students may begin to pack up as soon as they see the summary slide. To combat this, I’ve started to include important reminders, additional learning tips, and announcements on the final slide to discourage early departures. This ensures that students remain engaged until the end of the session.
Repetition is a core principle of adult learning, and the “Tell ‘Em Once, Tell ‘Em Twice, Tell ‘Em Again” strategy capitalizes on this. By using this framework, instructors can ensure that all material is covered thoroughly and that key points are emphasized multiple times, leading to better retention and comprehension.
Conclusion
Both skits and the “Tell ‘Em” strategy offer creative and effective approaches to nursing education. Skits provide a fun, interactive way to engage students and bring complex topics to life, while the “Tell ‘Em” strategy reinforces critical information through repetition. By incorporating these methods into their teaching practices, nursing educators can enhance the learning experience and foster better retention of essential nursing concepts.