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):
Bicknell, Patricia
Lead Author STTI Affiliation:
Kappa Delta
Author Details:
Patricia Bicknell, RN, APRN, ACNS-BC, CNL, bicknell@lasalle.edu
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:
instructional design; affective learning; evidence-based practice
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.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleEffective Pedagogy Using Affective Learning Strategies Empowers Learners to Translate EBP Knowledge for Practiceen
dc.title.alternativeCollaboration 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.authorBicknell, Patriciaen
dc.contributor.departmentKappa Deltaen
dc.author.detailsPatricia Bicknell, RN, APRN, ACNS-BC, CNL, bicknell@lasalle.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603390en
dc.description.abstractSession 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.subjectinstructional designen
dc.subjectaffective learningen
dc.subjectevidence-based practiceen
dc.date.available2016-03-21T16:49:36Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:49:36Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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