Section Learning Outcomes
Section 1: Readiness to Learn
- Describe four ways students show readiness to learn.
- Identify the main tenants of assimilation theory.
- Explain four stages of information processing.
- Differentiate between short-term and long-term memory storage.
Section 2: Student Learning Styles
- Apply a variety of teaching strategies to appeal to different learning styles.
- Categorize student learning preferences using the acronym VARK.
- List Bevis’ six types of learning.
- Contrast field-dependent learners from field-independent learners.
- Analyze Gardener’s eight intelligence types.
Section 3: Diversity in Education
- Appeal to learning styles influenced by cultural diversity.
- Explain the influence of generation on student learning characteristics and the implications in teaching.
- Define and differentiate the terms: cultural awareness, cultural knowledge, cultural understanding, and cultural sensitivity.
Section 4: Student Disabilities & Accommodations
- Explain the Americans with Disability Act (ADA) and its implication in nursing education.
- Reference various resources for learning and teaching diverse or ESL students.
- Adapt teaching and provide learning resources to ESL and ELL students, as well as other students requiring accommodation.
Section 5: Socialization: Transition Into Practice
- Differentiate between the roles of clinical faculty, staff nurse, and preceptor in clinical learning.
- Describe Kramer’s stages of reality shock for a graduate nurse transitioning into practice.
- Explain the nurse to educator process in the context of Patricia Benner’s Novice to Expert.
Section 6: Learning in the Clinical Environment
- Discuss the benefits of reflective practice in nursing education.
- List two learning activities for promoting reflective practice explain how to effectively utilize them.
Section 7: Faculty as Advisors
- Analyze the role of nurse faculty advisor.
- Identify student resources to promote academic- and career-related success.