Effective Teaching Using Humor, Creativity, and Innovation to Enhance Critical Thinking – Solved Essay

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Critical Thinking Exercises: 

Provide an example of how humor can be used to enhance learning in nursing education (either to patients, staff, or students).

Consider Chickering and Gamson\’s (1987) principle of \”emphasizing time on task (found in DeYoung, p. 9). Does this principle apply to both classroom and clinical learning? If so, how may it differ in each setting?…

Solution – Effective Teaching Using Humor

Effective Teaching Using Humor, Creativity, and Innovation to Enhance Critical Thinking

Introduction

One of the challenges that most nurse educators encounter is establishing ways that enhance students’ learning. Usually, faculty utilize trial and error methods to teach their students (Ocon, 2016). Some adopt the teaching techniques used by their more experienced colleagues or those who taught them during their learning days. Nursing education authorities agree that students prefer to learn using a variety of methods with different generations having different preferences in learning. Similarly, nursing faculty require to demonstrate their expertise in instructing nursing students in order to establish a positive learning environment, promotes effective teaching as well as improve the interest of students in learning. Consequently, these essay purposes of exploring how the use of humor, creativity, and innovation promotes effective teaching and enhance critical thinking. The paper is divided into two main parts, with a section examining various critical thinking exercises. In contrast, the second part addresses professional development through the implementation of innovation in both healthcare and academic setting. 

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Critical Thinking Exercises:

Using Humor to Enhance Learning in Nursing Education

The introduction section of this paper acknowledged that students prefer to utilize a variety of learning styles and methods with humor having their capacity to satisfy generational preferences across different generations. Humor means different things to different people, but in this paper, it refers to anything that is perceived to be funny, amusing, or even comical. Be that as it may, humor is a matter of personal opinion but generally includes anecdotes, blue humor, burlesque, dark or morbid humor, and deadpan or dry humor. Other types of humor include stand up, slapstick and situational humor amongst other genres of humor. The common thread that links all these types of humor when used in the nursing education context is that it offers an interactive or group learning where learning is fun. Suffice it to say that while the students may not necessarily require the instructor to be funny all the time, they are likely to show a preference for humorous professors over those who are not. The case of nurses who face several stressors like staff shortages, scarcity of resources, long working hours, and having to work with works with inadequate or no clinical skills represents a situation where the use of humor can enhance the clinical learning experience. (Ghaffari, Dehgan-Nayeri & Shali, 2015). These researchers note that nurses working under this stressful condition do experience occupational burnout, which manifests in emotional burnout, depersonalization, and inefficiency at the individual nurse level. For humor to be useful as a teaching tool, the nurse educator should also be aware of the dynamics of humor, including the nurse students’ religious beliefs, so that they are not offended. For example, the use of blue humor, which entails unrestrained and unsubtle humor characterized by coarse jokes and sexual situations should use sparingly and only if the context of learning had to do with reproductive health matters. Likewise, burlesque involves the use of ridicule by imitating with caricature or exaggerated characterization and, therefore, should be caused cautiously.

Principle of Emphasizing Time on Task

In the Mid 1980s, Chickering & Gamson proposed seven principles, one of which is an emphasis concerning time on task. The duo posits that a summation of time and energy equals learning, with no substitute for the time spent on a given task. Learning the skills of time management is paramount to not only all students but also professionals’ nursing ones. Having competencies on how to allocate time on a realistic basis translates to competent students leaning as well as practical teaching for the nurse educators. Chickering and Gamson, in their study in 1987, also concluded that the way an organization defines time expectations for its students, faculty, and administrators determines the performance of all involved. For example, requiring students to hand in their thesis statements, references, and research paper at different times saves the nurse instructor/ educator much work. Likewise, engaging in peer reviews helps to pick common errors, such as spelling, formatting, and incorrect APA formatting. This essay adopts the position that the emphasis of time on tasks in the nursing classroom environment significantly differs from the clinical learning environment. Clinical learning entails the student nurses attending to real patients in a clinical setting and, therefore, unlike essays and research papers which the students can exchange freely and with no dire consequences, the patients one is attending cannot be exchanged at will. As such both, the nurse educator and the student nurse should be prepared to consider and offer patient-centered care and be prepared to report for clinical learning how a particular patient responded to the therapy or clinical intervention administered(Bigdeli et al., 2015).

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Strategies a Clinical Nurse Educator Uses to Enhance Student Learning

Bengtsson & Carlson (2015) state that nurses are required to perform the role of preceptor to student nurses at the time of clinical practice as part of their nursing education responsibilities. A preceptor generally refers to an experienced nurse who acts as the role model to the student nurse. Contemporary nursing education emphasizes on learner-centered strategies like carrying out experiments and participating in simulations and simulations. However, the nurse educator can also use the traditional deductive and teacher-centered learning methods like lectures once in a while to vary their teaching methodologies and attend to the needs of students who have different learning styles. The clinical nurse educator or preceptor should also note some things they do in the clinical setting that will act as barriers to their students’ learning process. Some of these barriers include but are not limited to denying the students access to direct experience and over-relying on theories, creating an unsupportive learning environment, and using distorted evaluation processes (Baraz, Memarian, & Vanaki, 2015).

Use of Creative and innovative approach to promoting a student Understanding

  Using epistemological concepts from the South is bound to enhance students learning of various concepts (Rodriguez et al., 2016).  This learning involves a process which these researchers call decolonization of knowledge, post- abyssal thinking, and applying ecologies of knowledge. These processes are developed to the exclusion and silencing of peoples and cultures that were subjugated by capitalism and colonialism. For example, healthcare professionals are currently challenged to explain how Africa as a continent has not borne the brunt of the novel Covid -19 pandemic six months since it emerged despite its poor healthcare infrastructure.

Professional Development: The Process of Innovation in a Healthcare/ Academic Setting

Nursing education authorities agree that as innovators, registered nurses are qualified to be agents of change to drive processes and health policy while simultaneously leveraging technology to offer better and more affordable healthcare to individuals and communities at the universal level (Thomas et al., 2016). In nursing education, one of these innovative processes is the development of nursing faculty in online education. Being an innovation in teaching and learning, the faculty development for online education by and large undergone the four stages of an innovation process. The four phases are idea-collection, concept analysis, development and testing of a solution, and lastly, marketing the final product, which is the online education program, according to Gallagher-Lepak & Vandenhouten (2016). The first step was to assess the idea through the collection of potential innovations that could successfully address the nursing faculty shortages. During this stage, the impact of online teaching workload was explored and how technology can be used to overcome them. The second step was characterized by extensive analysis to gather information on the healthcare market and patient needs and how the online faculty could resolve these issues. Thirdly, the online education package for faculty developed was developed with DNP programs available in online courses. Lastly, the marketing of these programs and how the advanced practice registered nurses enrolled in them served to act as the evaluative stage of online education and its role in nursing faculty development.

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Effective Teaching Using Humor
Effective Teaching Using Humor

Conclusion

In conclusion, this paper has established that humor creativity and immolations can be used to energize the nursing college classroom. The essay has also found that the nurse educator has several strategies they can utilize to motive the student nurse since incorporating the three strategies aforementioned can increase learner enthusiasm, satisfaction with the learning process, and enhance optimism. Furthermore, the use of creative and innovative approaches, as well as humor, reduces stress. Finally, the findings of this study will contribute to new knowledge and insights on how the nurse educator cans incorporate innovation and technology to enhance nursing students learning.

References

Alvarez, A. G., Dal Sasso, G. T. M., & Iyengar, M. S. (2017). Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. Nurse Education Today50, 109-114.

Baraz, S., Memarian, R., & Vanaki, Z. (2015). Learning challenges of nursing students in clinical environments: A qualitative study in Iran. Journal of education and health promotion4.

Bengtsson, M., & Carlson, E. (2015). Knowledge and skills needed to improve as a preceptor: development of a continuous professional development course–a qualitative study part I. BMC nursing14(1), 51.

Bigdeli, S., Pakpour, V., Aalaa, M., Shekarabi, R., Sanjari, M., Haghani, H., & Mehrdad, N. (2015). Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students. Medical journal of the Islamic Republic of Iran29, 173.

Gallagher-Lepak, S., & Vandenhouten, C. (2016). E-learning and faculty development in higher education: A Comprehensive Project. In Revolutionizing Modern Education through Meaningful E-Learning Implementation (pp. 226-244). IGI Global.

Ghaffari, F., Dehghan-Nayeri, N., & Shali, M. (2015). Nurses’ experiences of humor in clinical settings. Medical journal of the Islamic Republic of Iran29, 182.

Ocon, R. (2015, June). Using humor to create a positive learning environment. In Proceedings of the 122nd ASEE Annual Conference and Exposition. Seattle, Washington.

Rodrigues, C. C. F. M., Carvalho, D. P. D. S. R., Salvador, P. T. C. D. O., Medeiros, S. M. D., Menezes, R. M. D. P., Ferreira Júnior, M. A., & Pereira, V. E. (2016). Innovative nursing education from the perspective of epistemologies of the South. Escola Anna Nery20(2), 384-389.

Thomas, T. W., Seifert, P. C., & Joyner, J. C. (2016). Registered nurses are leading to innovative changes. OJIN: The Online Journal of Issues in Nursing21(3).

Xu, J. H. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research3(2), 54-57

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Question

Critical Thinking Exercises: 

  • Provide an example of how humor can be used to enhance learning in nursing education (either to patients, staff, or students).
  • Consider Chickering and Gamson\’s (1987) principle of \”emphasizing time on task (found in DeYoung, p. 9). Does this principle apply to both classroom and clinical learning? If so, how may it differ in each setting?
  • Observe a clinical nurse educator or preceptor. What strategies do they use that enhance student learning? What do they do that obstructs student learning?
  • Describe a situation in which an educator used a creative or innovative approach to promote understanding of an idea or concept.

Professional Development:

  • Consider an innovation that was recently implemented in a health care or academic setting that you are familiar with. Using the \”Process of Innovation\” (Exhibit 3-2, p. 44, Bradshaw & Lowenstein), describe how the innovation was introduced, from assessment through evaluation.

Learning Materials:

  • Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapters 3, 5, 6, 7, 8)
  • DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. (Chapters 1 and 12)

Recommended Supplemental Reading:

  • Emerson, R. J. (2007). Nursing education in the clinical setting. St. Louis: Mosby. (Chapter 11)
  • McDonald, M. E. (2007). The nurse educator’s guide to assessing learning outcomes (2nd ed.). Boston: Jones & Bartlett. (Chapter 6)

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Read More:

https://thestudycorp.com/introduction-to-curriculum-development-in-nursing-education/
https://thestudycorp.com/theoretical-foundations-of-teaching-and-learning/

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