Evidence-Based Teaching Strategies

Explanation of how the nurse educator fosters development of learners in the cognitive, psychomotor, and affective domains

In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address

Explanation of how each teaching strategy creates effective learning to foster the development of learners

Explanation of how each teaching strategy aligns to learning styles

An explanation of how each teaching strategy can be used to implement generational lessons

An explanation of how each teaching strategy can be used to implement culturally diverse lessons

A nurse educator may to foster learners’ cognitive development by equipping them with problem-solving and questioning skills, doing research and information processing to help them to actively learn, search for new information, solve problems, and review previous experiences to have a better understanding (Wilson, 2016). They may use this process to know learners’ ability to recall information, assess learners’ ability to understand, see how learners can apply the knowledge and skills in a current situation, analyze skills how they can differentiate opinions and facts, how they combine different concepts and form a good structure to help develop new meaning, and evaluate the learner's ability to perceive vital concepts.

Lecture teaching strategy is an effective and straightforward way of quickly impacting students with knowledge and is effective when introducing new material (Xu, 2016). It addresses cognitive domain.

Lecture teaching strategy becomes effective because the instructor gives elaborate details of the course and engage student. Through student and teacher interaction, educator is able to explain, demonstrate, and answer learners’ question hence foster their learning.

For learners who prefer to listen to information, lecture teaching strategy and aural learning style would be appropriate. This is because a student may learn better through hearing and responding to the lecturer rather than using notes. Also, learners may read loudly to improve their understanding (Ocepek et al., 2013).

The lecture strategy may be implemented by clearly stating the instructor’s expectation from learners, be prepared to highlight the key concept to enable learners to keenly follow, ask a question to engage the student as well as ask for their feedback.

Educators can use a language that is understood by all learners when using the lecture teaching strategy to pass information to learners. Effective cross-cultural communication would be essential to promote cultural sensitivity by avoiding slangs, and avoiding cultural biases (Ladha et al., 2018).

The psychomotor domain can be developed by creating learning activities such as acquiring tools and master learning objectives or outcomes (Wilson, 2016). This domain may be used to develop good learning and teaching skills as well as resources compatible to a learning domain.

The affective domain may be developed by creating awareness of attitudes, feelings, and emotions as well as the ability to use their attention. An educator can encourage learners to attentively listen in class and actively participate in group and class discussions. Also, encouraging learners to share their ideas and views about issues raised can be critical.

Problem-based strategy involves giving a patient scenario, asking a question, and allowing students to look for answers (Xu, 2016). This may address the cognitive, affective, and psychomotor domains.

Problem-based strategy can be used to help foster learner's development through group work, findings, examining research materials and self-motivated learning (Wilson, 2016).

Problem-based strategy may be aligned with logical learning style for the learners who prefer to use logical reasoning to categorize and classify information to solve the problem.

Problem-based strategy can be implemented through course outcome and student assessment and creating a scenario for learners to brainstorm (Xu, 2016).

Problem-based strategy can be used in culturally diverse lessons where students are provided with a real-life problem to solve. The learners may use different cultural approaches to solve the situation by engaging learners to share their opinions, thoughts, and personal perspectives to be aware of their personal values (Ladha et al., 2018).

The role-playing strategy helps in teaching communication as the learner completely acts out a situation in a spontaneous manner and it addresses affective and psychomotor skills.

The role-playing strategy is effective to foster learner’s development as they interact and act it promotes language learning and lowers racial prejudice. It is effective because it improves learners’ self-confidence, critical thinking, empathy, and vocabularies (Crow & Nelson, 2015). It is also cost-effective and a good way for both the learner and educator to exchange knowledge and impact students’ performance.

The role-playing strategy aligns with the social learning style through interaction, where learners observe other learners and instructor to increase their motivation. This interaction helps learners to have a sense of community and offers opportunities to practice social context communication.

To implement the role-playing strategy, a situation should be identified, details added, once the scenario has been set assign roles, allow participants to act the scenario using different approaches, and then discuss the lesson learned (Crow & Nelson, 2015).

The educator may use role-playing for students to express their critical thinking abilities and create cultural responsiveness as the they engage each other and reflect upon their cultural differences (Xu, 2016).