In the face-to-face lab setting, teaching strategies play a crucial role in engaging and effectively educating nursing students

QUESTION

In this course, we will be completing ELE blogs to ensure you are staying aware of the ELE expectations that will be addressed in the final teaching presentation (Module 7 assignment) of this course. This blog will focus on the teaching strategy you have chosen for the face to face lab setting. Based on what you have read and reviewed this module, answer the following question about the assignment. There is no word count for this submission. However, please know this is the same question that will be asked of you in your final presentation. Therefore, if done correctly, each blog response will be something you can utilize for the final presentation grade. The topic of your teaching is changing a sterile dressing, such as a central line dressing change for a group of 8-10 nursing students. You are teaching the students face to face in the lab. Keep in mind, content is not the focus; rather the focus is on the utilization of teaching strategies. What teaching strategies will be used for your assigned modality (face-to-face) in the lab setting? Why was a specific teaching strategy chosen for the specific modality?

ANSWER

In the face-to-face lab setting, teaching strategies play a crucial role in engaging and effectively educating nursing students on the topic of changing a sterile dressing, particularly a central line dressing change. Various teaching strategies can be employed to enhance learning and facilitate skill acquisition in this hands-on laboratory environment.

One teaching strategy that can be utilized in the face-to-face lab setting is demonstration and practice. This involves the instructor demonstrating the steps involved in changing a central line dressing while providing a detailed explanation of each step. Students can then actively participate by practicing the procedure themselves under the supervision and guidance of the instructor. This strategy allows students to observe the correct technique and gain hands-on experience, promoting skill development and confidence in performing the dressing change.

Another teaching strategy that can complement the demonstration and practice approach is the use of case studies or scenarios. By presenting realistic case scenarios related to central line dressing changes, students can apply their knowledge and critical thinking skills to solve problems and make decisions in a simulated clinical context. This strategy helps students understand the rationale behind the dressing change procedure, consider different patient scenarios, and identify potential complications or challenges that may arise during the process.

Furthermore, interactive discussions and questioning techniques can be employed to encourage active participation and facilitate deeper understanding of the topic. The instructor can engage students in discussions about the importance of maintaining a sterile environment during dressing changes, the potential risks and complications associated with improper technique, and the evidence-based guidelines and best practices for central line care. By encouraging student engagement through questions and discussions, the instructor can assess understanding, clarify misconceptions, and foster critical thinking skills.

The choice of these specific teaching strategies for the face-to-face lab setting is driven by the nature of the topic and the learning needs of the students. Changing a sterile dressing, especially in the context of a central line, requires a high level of precision and adherence to infection control practices. By incorporating demonstrations and practice sessions, students can observe the correct technique, receive immediate feedback, and develop proficiency through repeated practice. This hands-on approach allows students to develop psychomotor skills and build confidence in their ability to perform the procedure correctly.

The use of case studies and scenarios enhances the learning experience by providing a context for applying knowledge and problem-solving skills. It allows students to integrate theoretical knowledge with practical application, promoting critical thinking and decision-making abilities in real-world situations.

Interactive discussions and questioning techniques promote active engagement and encourage students to think critically, analyze information, and articulate their understanding. This interactive approach fosters a collaborative learning environment where students can share their perspectives, ask questions, and gain a deeper understanding of the rationale and principles behind the central line dressing change procedure.

In conclusion, in the face-to-face lab setting for teaching the topic of changing a sterile dressing, employing teaching strategies such as demonstration and practice, case studies or scenarios, and interactive discussions can enhance student learning and skill acquisition. These strategies address the specific needs of the modality by providing hands-on experience, promoting critical thinking, and fostering active engagement. By utilizing a combination of these teaching strategies, nursing students can develop the necessary knowledge, skills, and confidence to perform central line dressing changes safely and effectively in clinical practice.