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Effective Pedagogy Using Affective Learning Strategies Empowers Learners to Translate EBP Knowledge for Practice
2.50
- Hdl Handle:
- http://hdl.handle.net/10755/603390
- Category:
- Full-text
- Format:
- Text-based Document
- Type:
- Presentation
- Title:
- Effective Pedagogy Using Affective Learning Strategies Empowers Learners to Translate EBP Knowledge for Practice
- Other Titles:
- Collaboration Between Nursing Faculty and Instructional Designers Enhances Affective Learning Leading to Improved Knowledge Transfer of Evidence-Based Practice for Professional Nurses in a Graduate Education Program [Symposium]
- Author(s):
- Lead Author STTI Affiliation:
- Author Details:
- Patricia Bicknell, RN, APRN, ACNS-BC, CNL
- Abstract:
- Session presented on Saturday, November 7, 2015: The first part of the symposium focuses on theoretical outcomes from the use of affective learning strategies. Nursing education is often focused on the cognitive domain of learning; acquisition of new skills, and higher -level thinking are used to promote healthcare quality and safety, and are important outcomes of educating professional nurses in graduate coursework. While these same outcomes apply to teaching and learning goals for Evidence-based Practice (EBP) education, integration of teaching strategies in the affective domain are designed to motivate professionals to integrate and sustain a way of nursing practice known to improve care for patients and families. Learning in the affective domain for EBP puts the primary emphasis on discovery of meaning, capturing the essence of the practice, and perceptions of empowerment of nurses' ability to be successful innovators. Interprofessional collaboration with Instructional Designers assist faculty to develop innovative curricular elements to achieve these goals. Using Roger's Model of Diffusion as a framework, faculty and Instructional Designers plan interactive learning modules using visual art, and multimedia pedagogy. This allows students to not only build competence, but also confidence, with the process. Persuasion, decision-making and implementation are built on non-threatening formats for learning and practice. Implementation of the process allows students to internalize and value their new learning in the course. Outcomes demonstrate that this translates into knowledge transfer for clinical practice.
- Keywords:
- Repository Posting Date:
- 21-Mar-2016
- Date of Publication:
- 21-Mar-2016
- Other Identifiers:
- CONV15A10
- Conference Date:
- 2015
- Conference Name:
- 43rd Biennial Convention
- Conference Host:
- Sigma Theta Tau International, the Honor Society of Nursing
- Conference Location:
- Las Vegas, Nevada, USA
- Description:
- 43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`
- 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, unless otherwise noted.
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.language.iso | en_US | en |
dc.type.category | Full-text | en |
dc.format | Text-based Document | en |
dc.type | Presentation | en |
dc.title | Effective Pedagogy Using Affective Learning Strategies Empowers Learners to Translate EBP Knowledge for Practice | en |
dc.title.alternative | Collaboration Between Nursing Faculty and Instructional Designers Enhances Affective Learning Leading to Improved Knowledge Transfer of Evidence-Based Practice for Professional Nurses in a Graduate Education Program [Symposium] | en |
dc.contributor.author | Bicknell, Patricia | en |
dc.contributor.department | Kappa Delta | en |
dc.author.details | Patricia Bicknell, RN, APRN, ACNS-BC, CNL | en |
dc.identifier.uri | http://hdl.handle.net/10755/603390 | - |
dc.description.abstract | Session presented on Saturday, November 7, 2015: The first part of the symposium focuses on theoretical outcomes from the use of affective learning strategies. Nursing education is often focused on the cognitive domain of learning; acquisition of new skills, and higher -level thinking are used to promote healthcare quality and safety, and are important outcomes of educating professional nurses in graduate coursework. While these same outcomes apply to teaching and learning goals for Evidence-based Practice (EBP) education, integration of teaching strategies in the affective domain are designed to motivate professionals to integrate and sustain a way of nursing practice known to improve care for patients and families. Learning in the affective domain for EBP puts the primary emphasis on discovery of meaning, capturing the essence of the practice, and perceptions of empowerment of nurses' ability to be successful innovators. Interprofessional collaboration with Instructional Designers assist faculty to develop innovative curricular elements to achieve these goals. Using Roger's Model of Diffusion as a framework, faculty and Instructional Designers plan interactive learning modules using visual art, and multimedia pedagogy. This allows students to not only build competence, but also confidence, with the process. Persuasion, decision-making and implementation are built on non-threatening formats for learning and practice. Implementation of the process allows students to internalize and value their new learning in the course. Outcomes demonstrate that this translates into knowledge transfer for clinical practice. | en |
dc.subject | instructional design | en |
dc.subject | affective learning | en |
dc.subject | evidence-based practice | en |
dc.date.available | 2016-03-21T16:49:36Z | en |
dc.date.issued | 2016-03-21 | en |
dc.date.accessioned | 2016-03-21T16:49:36Z | en |
dc.conference.date | 2015 | en |
dc.conference.name | 43rd Biennial Convention | en |
dc.conference.host | Sigma Theta Tau International, the Honor Society of Nursing | en |
dc.conference.location | Las Vegas, Nevada, USA | en |
dc.description | 43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.` | en |
dc.description.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, unless otherwise noted. | - |
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