Learning strategies that facilitate critical thinking, and reflective, evidence-based- practice By Billie Kussman : Learning strategies that facilitate critical thinking, and reflective, evidence-based- practice By Billie Kussman Objective: : Objective: Propose learning strategies that will facilitate critical thinking and reflective evidence-based practice. Theories of organized thought : Theories of organized thought Ausubel’s theory of organized thought of
learning and teaching and Novak’s Theory of concept maps are the bases of conceptualized learning.
Ausubel’s assimilation theory supports concept formation required for metacognitive skills.
Novak’s problem focused concept map is a tool that reinforces Ausubel’s Theory. Slide 5: Ausubel’s Learning Theory that is the process which leads to organized thought. Slide 6: Novak’s
Maps Slide 7: Novak’s Concept Maps, Novak’s steps: concept formation, subsumption, progressive reconciliation and consolidation for higher learning. Slide 8: Subsumption: occurs when newly perceived information is integrated with previously acquired knowledge
Progressive differentiation: natural sequence in which human beings cognitively organize and store knowledge
Integrative reconciliation: a type of critical thinking for analysis of unfamiliar ideas
Consolidation: mastering one lesson before moving to new content, by use of correction, clarification and confirmation (Vacek, 2006). Slide 9: The following are demonstrations of interactive tools and processes that promote critical thinking, reflective process and evidenced based practice;
Case histories, simulations, reflective journaling, peer tutoring, Web Quest, My Case Space, practicum experiences , preceptoships, pre and post conferences, problem based learning and modified electronic health records. Slide 10: Case history;
pt presents to the Emergency Room:
a patient with respiratory distress in the setting of end stage cancer and end-of-life teaches topics pertaining to living wills, health care proxies and DNR order
Curricular principles; respect for patients’ autonomy, accommodating patients’ physical and cognitive limitations and appropriate resource utilization (Boreham & Phil (2006) & Doty, C., Rinnert, S., Gernshiemer, B., & Stez, J. (2009). Slide 11: A case history is an integrated simulation curriculum teaching geriatric care principles utilizing didactics and immersive simulation. The internet web site links to handouts, emails and displays digital media such as radiographs and KEGs. The web site tool stores information for review and evaluation for reflective critical thinking and evidence-based practice. Slide 12: Modified Electronic Health Record to Develop Nursing Process skills
Techno-Savvy students and teachers, simulated technology and data rich case studies, a valuable hybrid Seed for learning.
Seeing, hearing and doing-a catalyst for application and spontaneous interaction (Kennedy, 2009). Slide 13: Patient simulations Slide 14: Patient simulations are: interactive learning experiences that help students to become familiar with the learning expectation before encountering an actual patient. This particular situation allows for mechanical vitals signs, chest tube placement, nebulizer treatment and mechanical ventilations in a code simulation. Slide 15: Reflective Journals
I have found this exercise to be more fun than I expected. I enjoy interactive learning more than traditional lectures. I think this makes me more R brain than L. Peer Tutoring Slide 16: Reflective journaling promotes many skills, self awareness, self reflection, self evaluation, writing, critical analysis of thoughts, action and behaviors. The act of reflecting on thoughts, ideas and feelings and your own learning encourages the development of metacognitive skills by self evaluation of what you do and don’t know. The process of examining feelings and thoughts are particularly helpful for students learning new concepts. Peer tutoring promotes infromal interactive learning to focus on individual strengths and weakness. Slide 17: Reflective journaling (Billings 2009) can be paper based or electronic based. Guiding questions that are useful in facilitating critical meaningful reflection;
briefly describe a situation that affected you the individual or the team. Why are you describing this incident? Are there challenges, learning strengths or weakness that bring this to mind?
Is there an overreaching issue, problem, what is the potential value here?
What were you feeling about the incident? Slide 18: What were you thinking about the situation, new insights, or new ideas?
What was good or bad about the situation?
Did this situation challenge your assumptions, prejudices or biases?
What specific solutions can you identify ?
Will this experience alter future behavior, attitudes or career? Slide 19: The Foundation for Critical Thinking Website for Critical Thinking Slide 20: The Foundation for Critical Thinking online model for Learning. The eight elements that make the eight basic structures of thinking from the web site are demonstrated in this model that relates well to the nursing process. It can be used to facilitate critical thinking and the research process that supports evidence-based-practice. Slide 21: Web Quest: Traveling the Solar System Slide 22: Web Quest.org is an inquiry-oriented lesson format that is an interactive learning system that promotes learning. Engaging students it provides a unified gateway to resources previously linked to WEB Quest at the San Diego State University. The site engages students and teachers in thinking required for the 21 century. My Case Space : My Case Space MY Case Space Please add your own ideas to this case study...
I've just posted this Case Study about a single mum with a recent BTEC National Award in Early Years who wants to start work, but is unsure how to find something that would fit in with her caring responsibilities and give her enough money to live.
Please comment on this entry if you have any ideas about how to advise people in Carla's situation. Slide 24: My Case Space: is an on line site for interactive analysis and reflective thoughts. Nursing content is transformed into an online problem-based learning experience. A framework and specific course examples are provided to help with the redesign process. It specifically covers the concepts of adaptation, caring, culture, ethics, law, lifespan, role, and science and uses the processes of communication, critical thinking, leadership, management, the nursing process, and teaching and learning (Anderson & Tredway 2009). Slide 25: Practicum
experiences Preceptorships Slide 26: Practicum experiences and Precepting promote critical thinking based on learning-centered student outcomes that are reflective of current nursing practice. These models engage the student in critical thinking situations. These experiences are often the most intimate for mentoring and critical analysis of strengths and weakness. They are really the capstone of nursing education (Meeker, M., Jones, J., & Flanagan, N. 2008). Slide 27: Education’s purpose is to replace an empty mind with an open one.
~ Malcolm S. Forbes Slide 28: Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking
Skills.(educational psychologist David Paul Ausubel). Stanley D. Ivie.
High School Journal 82.1 (Oct 1998): p35(1)
Billings, D., & Halstead, J. (2009). Teaching in Nursing, a Guide for Faculty. (2nd.ed) St. Louis, Mo. Elsevier Sanders
Boreham, N., & Phil M. (2006). The use of case histories to assess nurses’ ability to solve clinical problems. Journal of Advanced Nursing. 2 (1)
Kennedy, D., Pallikkathayil, L., & Warren, J. (2009). Research briefs, using modified electronic health record to develop nursing process skills. Journal of Nursing Education. Vol 46 (2).
Doty, C., Rinnert, S., Gernshiemer, B., & Stez, J. (2009). Geriatric Emergency Medicine with integrated simulation curriculum. Academic Emergency Medicine. 16 Anderson, G., & Tredway, C. (2009).Transforming the nursing curriculum to promote critical thinking online. Journal of Nursing Education. Thorofare: vol 48 (2). Slide 29: The Critical Thinking Community Website http://criticalthinking.org
Vacek, J. (2009). Using a conceptual approach with mapping to promote critical thinking. Journal of Nursing Education. Thorofare: vol 48 (1). ProQuest
Web Quest.org, Bernie Dodge, Department of Educational Technology, San Diego State University. Meeker, M., Jones, J., & Flanagan, N. (2008) Teaching undergraduate nursing research from an evidence-based practice perspective. Journal of Nursing
Education. 47 ( 8).
Nehls, N. & Vandermause, R. (2004). Community-driven nursing transforming nursing curricula and instruction. Nursing Education. 25 ( 2). Slide 30: I have read and understand the plagiarism policy in the syllabus and the sections in the Bulletin relating to the IWU Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and /or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University.