Nurse Educator Tips for Teaching

Nurse Practitioner Residency Days addresses the disconnect between classroom education and real practice. Implementing NP Residency Days into practicum courses gives students real-word clinical challenges and scenarios reflecting the role of the first-year NP. Dr. Emily Lee describes NP Residency Days in this podcast. Read more in her article in Nurse Educator.

Nurse educators interact with multiple generations of learners and colleagues. Each generation is unique, which can create divides. In this podcast and article, Dr. Jennifer Chicca shares strategies educators can use to bridge these generational divides.

Despite playing an important role in patient care and advocacy, nurses are consistently underrepresented and quoted in health care media coverage. To address this, Dr. Rachel Malloy developed a media training program for doctoral students based on the 10 published media competencies for nurses. In this podcast and article, she explains why media training for nurses is important, describes the training program, and reports on the outcomes of the program.

In this podcast and article, Drs. Susan Seibert and Stephanie Rexing describe an innovative teaching strategy with nursing and occupational therapy (OT) students. The students were paired in interdisciplinary dyads – one OT student and one nursing student. The nursing students taught and demonstrated key clinical skills (the accurate measurement of blood pressure, radial pulse, respiratory rate, and pulse oximetry) to the OT students. In turn, the OT students provided instruction on assessing range of motion and gross motor strength. Drs. Seibert and Rexing emphasize the need for students to learn about interprofessional practice when they start their nursing and OT programs.

Traditional methods used to teach health assessment skills and diagnostic reasoning in an advanced health assessment and differential diagnosis course limit skill acquisition and personalized feedback. Integrating small-group learning, online simulations, and reflective practice may improve competency outcomes. Drs. Rashmi P. Momin and Kala Christopherson describe a multimodal intervention – the Small-group Learning, Mega Skills Lab, Online Escape Rooms, and Reflection (SMOR) Toolkit – that they developed to enhance students' competencies in health assessment, diagnostic reasoning, and clinical documentation. They share the toolkit and other resources in their article.