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TEACHING TIPS

Janita Chau Associate Professor The Nethersole School of Nursing The Chinese University of Hong Kong. TEACHING TIPS. Nursing Education. Health professions education Five competencies that all health professionals should possess: Provide patient-centered care

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TEACHING TIPS

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  1. Janita Chau Associate Professor The Nethersole School of Nursing The Chinese University of Hong Kong TEACHING TIPS

  2. Nursing Education Health professions education Five competencies that all health professionals should possess: • Provide patient-centered care • Work in interdisciplinary teams • Employ evidence-based practice • Apply quality improvement • Utilize informatics Institute of Medicine. (2003). Health Professions Education: A Bridge to Quality. Nurses are expected to be “analytical, assertive, creative, competent, confident, and embracers of change”

  3. Professional Issues in Nursing Course aims: • This course will enable students to integrate their knowledge and skills about professional issues into comprehensive understanding of health care. In addition this course will enhance educational and professional self-direction. Course learning outcomes: • Examine the factors influencing the future directions for the practice of nursing. • Compare and contrast different approaches to career ladders in nursing. • Explain the methods for assuring quality in health care by nurses and the health care team. • Determine the implications of the changes in nursing education. • Examine the challenges in professional development in Hong Kong.

  4. Primary goals • To develop students’ ability to think logically, laterally and independently. • To engage them in learning. • To develop to their full potential and apply their knowledge and skills for the benefit of society. A variety of learning activities had been adopted to achieve these goals. • Encouraged students to share their views on professional and health care issues using discussion forum in the WebCT.

  5. Incorporate debate into the course Purposes of involving students in education debate: • Develops students’ proficient in critical thinking. • Offers opportunities to synthesize knowledge learned from this course. • Provides preparation for effective participation in health care policy.

  6. Debate Statement One week before the debate session, students were posed a debate statement. ‘There is a positive impact on the advancement of nursing professionalization regarding the delegation of nursing roles and functions to health care assistants.’

  7. Format of the Debate • Six students will be randomly selected and two groups will be formed (three debaters for each side). Each group is either in favor ("for, 'Affirmative' "), or opposed to ("against, 'Negative' ") to the above statement. • Each student will have 5 minutes to present their arguments for or against the statement. • Fifteen minutes will be assigned for the audience members to raise questions and issues to both sides e.g. What arguments did you disagree or agree, and why? • An extra five minutes will be assigned to each group to respond to the questions and issues raised by the other group/audience members.

  8. Organizing materials • Definitions/Analysis • Justification • Use examples • Incorporate research evidence • Prepare to answers to negative attacks

  9. Reference materials: Bridges, J., & Meyer, J. (2007). Policy on new workforce roles: A discussion paper. International Journal of Nursing Studies, 44(4), 635-644. Faithfull, S., & Hunt, G. (2005). Exploring nursing values in the development of a nurse-led service. Nursing Ethics, 12(5), 440-452. Fiesta, J. (1997). Delegation, downsizing and liability. Nursing Management, 28(12), 14. Keeney, S., Hasson, F., McKenna, H., & Gillen, P. (2005). Nurses', midwives' and patients' perceptions of trained health care assistants. Journal of Advanced Nursing, 50(4), 345-355. Kelly-Heidenthal, P. (2005). Delegation of nursing care. Clifton Park, NY: Thomson/Delmar Learning. Paulson, D. L. (2004). A comparison of wait times and patients leaving without being seen when licensed nurses versus unlicensed assistive personnel perform triage. Journal of Emergency Nursing, 30(4), 307-311. The intravenous Nurses Society. (1997). The use of unlicensed assistive personnel in the delivery of intravenous therapy. Journal of Intravenous Nursing, 20(2), 73-74. Zimmermann, P. G. (2000). The use of unlicensed assistive personnel: An update and skeptical look at a role that may present more problems than solutions. Journal of Emergency Nursing, 26(4), 312-317.

  10. Classroom debate as a learning activity • Students are willing to open up and participate in debates. • Students can learn from each other. • Debate is a useful tool to getting students to think critically, creatively and carefully. • Debate can be used for enlivening learning.

  11. Classroom debate as a learning activity • The role as a facilitator: • Show interest in them and their individual differences. • Offer constructive feedback. • Remind students not to take any criticism personally during debates. • Create a sense of fun with the learning task. • At the end of the debate, the teaching team gave our perspective. • To ensure every student’s direct involvement with the debates: • assign students the role of debate judges • assign students to note down the discussion and post it on the WebCT.

  12. Thank you

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