An Introduction to Master Instruction for Nurse Educators: Utilization of Principles in the Classroom

2.50
Hdl Handle:
http://hdl.handle.net/10755/338425
Category:
Full-text
Type:
Presentation
Title:
An Introduction to Master Instruction for Nurse Educators: Utilization of Principles in the Classroom
Author(s):
Bush, Carrie; Marshall, Amanda
Lead Author STTI Affiliation:
Non-Member
Author Details:
Carrie Bush, MSN, RN, cbush@chamberlain.edu; Amanda Marshall, MSN, RN, WHNP-BC
Abstract:
Session presented on Friday, September 26, 2014: The objectives of the poster presentation are: Outline selected principles of master instruction from Dr. Ken Bain. Describe the current use of master instruction principles in a generic BSN program. Present the experience of master instruction in the classroom from the student and instructor viewpoints. Master instruction principles are based on the Socratic approach to teaching in the classroom and are anticipated to be effective because they involve active learning. Educators in many disciplines are slowly implementing this change in the classroom. To prepare for the change in teaching strategies, faculty members at generic BSN program presented short in-services on each principle of master instruction at faculty meetings over the course of a year. Methods instructors are using to encourage students to become active learners include in-class case studies, poster presentations, podcasts, and games. In addition, students are encouraged to work in groups on case studies pertaining to the current content in the classroom. Students also participate in games created by faculty members to enhance learning. Faculty members coordinate with other college personnel such as simulation laboratory specialists, librarians, and professional tutors to create large-scale simulations in the classroom. These strategies encourage students to review content prior to class so that class time can be spent on more meaningful activities than just conveying content. This process facilitates instructor and student engagement in the material and encourages an engaged learning environment as opposed to a passive learning environment. Overall, faculty members informally report that students provide positive feedbackand have an increased retention of content because of these in-class learning activities. Instructors also relay that the hands-on activities increase learning at the application and analysis level. In summary, master instruction principles focus on the learning environment, student-centered approaches, and active learning strategies. Planned formal evaluation of this change in the classroom environment include future formal qualitative and quantitative studies focusing on the outcomes of improved retention of knowledge and overall satisfaction with these methods.
Keywords:
master instruction; nursing education; active learning
Repository Posting Date:
15-Jan-2015
Date of Publication:
15-Jan-2015
Other Identifiers:
LEAD14PST91
Conference Date:
2014
Conference Name:
Leadership Summit 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleAn Introduction to Master Instruction for Nurse Educators: Utilization of Principles in the Classroomen_US
dc.contributor.authorBush, Carrieen
dc.contributor.authorMarshall, Amandaen
dc.contributor.departmentNon-Memberen
dc.author.detailsCarrie Bush, MSN, RN, cbush@chamberlain.edu; Amanda Marshall, MSN, RN, WHNP-BCen
dc.identifier.urihttp://hdl.handle.net/10755/338425-
dc.description.abstractSession presented on Friday, September 26, 2014: The objectives of the poster presentation are: Outline selected principles of master instruction from Dr. Ken Bain. Describe the current use of master instruction principles in a generic BSN program. Present the experience of master instruction in the classroom from the student and instructor viewpoints. Master instruction principles are based on the Socratic approach to teaching in the classroom and are anticipated to be effective because they involve active learning. Educators in many disciplines are slowly implementing this change in the classroom. To prepare for the change in teaching strategies, faculty members at generic BSN program presented short in-services on each principle of master instruction at faculty meetings over the course of a year. Methods instructors are using to encourage students to become active learners include in-class case studies, poster presentations, podcasts, and games. In addition, students are encouraged to work in groups on case studies pertaining to the current content in the classroom. Students also participate in games created by faculty members to enhance learning. Faculty members coordinate with other college personnel such as simulation laboratory specialists, librarians, and professional tutors to create large-scale simulations in the classroom. These strategies encourage students to review content prior to class so that class time can be spent on more meaningful activities than just conveying content. This process facilitates instructor and student engagement in the material and encourages an engaged learning environment as opposed to a passive learning environment. Overall, faculty members informally report that students provide positive feedbackand have an increased retention of content because of these in-class learning activities. Instructors also relay that the hands-on activities increase learning at the application and analysis level. In summary, master instruction principles focus on the learning environment, student-centered approaches, and active learning strategies. Planned formal evaluation of this change in the classroom environment include future formal qualitative and quantitative studies focusing on the outcomes of improved retention of knowledge and overall satisfaction with these methods.en
dc.subjectmaster instructionen
dc.subjectnursing educationen
dc.subjectactive learningen
dc.date.available2015-01-15T13:37:28Z-
dc.date.issued2015-01-15-
dc.date.accessioned2015-01-15T13:37:28Z-
dc.conference.date2014en
dc.conference.nameLeadership Summit 2014en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.en
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.-
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.