First time teaching MedSurg Nsg

Nesher, BSN, RN · Jul 9, 2005

I agree that discussion type free flowing classes make for a better learning situation. Plus it takes into account adult learning theory.

Several books I have found helpful: "Toward a caring curriculum" by Em Olivia Bevis and Jean Watson. Also "Teaching Tips" by Wilbert McKeachie.

cloudydrms · Jul 9, 2005

I'll give you an example. While we

My preference: Interactive lecture. An instructor who engages the class while presenting information, asks related questions, gives us real-world scenarios, uses power point (but doesn't read it to us verbatim) etc...
What I don't like: group work.

I agree with the above statements completely! I like an instructor that lectures from a powerpoint, but uses the powerpoint and expands upon each topic. I love real-word examples. I HATE group work. To me that is just asking the students to do the instructors work and then most people in the class don't listen. I'm a great student, but I'm only half there when listening to a group give a presentation on a topic. I'm not sure why, but it always happens. Maybe because I'm always wondering if the group's info is correct. If discussing trachs or chest tubes, bring in equipment for the students to look at. It's always easier to understand it if you're looking at the equipment. I like it when the instructor asks questions of the students, but it can be done too much. Don't present everything as a question. And the most important thing: Know your powerpoint/lecture. Nothing is more distracting or frustrating than a student feeling like it's the instructors first time through the powerpoint.

Cindy

cloudydrms · Jul 9, 2005

And one other thing: At the school I just graduated from we were able to print out the power points for the lecture before we even came to the lecture. This enabled us to take notes right on our powerpoint and listen to understand the lecture more instead of just writing furiously without really understanding.

Cindy

bigmona · Jul 10, 2005

Come up with case studies for whatever you're teaching that day. "M. W. is a 52 year old male...comes to the ED complaining of... his s/s are... What info do you still need? What are some applicable nursing diagnoses? What labs do you anticipate will be ordered? What are your priority nursing interventions? etc..."

I have learned more effectively through this style of teaching than any other way. It forces you to think through the patho and how the disease process manifests itself in a patient. This is active learning- as opposed to the passive way of learning that most students get by just sitting through an endless and boring lecture.

mariedoreen · Jul 10, 2005

And one other thing: At the school I just graduated from we were able to print out the power points for the lecture before we even came to the lecture. This enabled us to take notes right on our powerpoint and listen to understand the lecture more instead of just writing furiously without really understanding.
Cindy

:yeahthat: YES YES YES YES YES YES YES YES YES YES YES YES YES YES!

We have some that allow us to do this and some that don't. We MUCH prefer the lectures where we can augment our notes and actually listen to what's being said.

HyperRNRachel · Jul 10, 2005

:yeahthat: always love the choclate thing. Also one instructor would throw out pens or highlighters (we always need highlighters..)

We had an instructor who would make the lectures into "who wants to be a millionaire" type games and she would reward the winners with candy or dollar store treats.

trner777 · Jun 29, 2006

It is nice to hear that an instructor is interested in teaching and the learning of the student. I am currently enrolled in a program where that does not exist. I will have to say that some interaction is nice too much can be distracting and take up too much time. But no matter what, please do not read to your students. Paint them a picture of these patients using scenarios. Do you have any advice to lend on test questions that ask for priority nursing diagnoses?

EMTandNurse2B · Jun 29, 2006

Hints on what not to do:

-Please do not put the textbook word for word on your powerpoint and then proceed to read it to us word for word..for...the...next....four.....hours (and then wonder why we all regularly fall asleep!)

-Please do not refuse to give us the powerpoint slides printed out, refuse to go slow enough to allow us to take notes, and then tell us to just "highlight it in your book", then proceed to throw in a few "by the way" facts; and then make up some questions on those "by the way" facts that we didn't have time to write down.

-Please do not refuse to give us bathroom breaks every hour (or two or three even, although every hour is really nice), yes I know you said it's OK with you if we take a break during the lecture, but we might miss something important so we won't do it and will just suffer. (Besides we're really not interested in you showing off the size of your bladder)

-Please do not have such a terrible relationship with the nurses on the floor that they go feel pity on us and go behind your back and tell us horror stories of when they had you as their instructor.

-Please do not refuse to let us have our grades on our final exam someway (internet, whatever) for "at least a few days", and then refuse to allow us to talk to you in person, call you, or email you at all during that time, we would really like to know our grades. (It was often over a week before we knew how we did on the final exam).

-Please do not write questions on material that we never covered in lecture, lab, or clinicals and stick them on your final exam without warning. We will gladly learn the material, you just have to tell us what material to learn. Please do not then become very upset with us when we then proceed to all do very poorly on your test (including sitting at your desk, yelling, pouding the desk, and stamping your feet like a little child so loudly that the entire nursing department can hear you).

-Please do not expect us to be able to memorize every single last little detail of 20 or more drugs overnight. We will gladly know the names, actions, main side effects, and serious drug interactions for you; but every little detail in that short time span is impossible and you will have dissent in the ranks if you then proceed to knock every single one of our grades down for this. (this instructor almost failed an excellent clinical student for this one thing alone, while praising her that she did such a good job at bedside care)

- Please do not continually and ceaselessly (even when asked to stop) rock back and forth while you are lecturing; this might turn into a running school joke when you do this while lecturing on mental illnesses and how some of the disease cause you to move repitively (and then give the example of rocking!!)

-Please do not be unavailable for questions during clinical time (as in, off the floor, on the phone, or chatting ceaselessly with patients and visitors you know).

-Please do not have regular mood swings so that we don't know what mood we might find you in at any given time (and this was a guy...)

Believe it or not, this was all one instructor!!!

I think that interactive lectures are great, just as long as you actually are in control and do the lecture instead of us lecturing one another. Chocolate is always a welcome treat! Using the powerpoint as an outline instead of reading it verbatim, going slow enough that we can take notes, and handing out the printed powerpoint slides; will all help us learn the material. Thank you for asking, I think this proves you will make a great instructor who cares about your students! (and thanks for the vent...)