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NUR646  How can the nursing theories aid in your teaching practices including clinical or patient specific experiences

NUR646  How can the nursing theories aid in your teaching practices including clinical or patient specific experiences?

NUR646 Nursing Education Seminar 1

Week 2 Discussion

DQ1 Select two nursing theories and explain how they can be applied in nursing education. How can the theories aid in your teaching practices including clinical or patient specific experiences?

Theory, in broad sense of the word, is construction and interpretation of the field or aspect of cognition. In other words, theory is a set of related propositions, which should be able to describe, explain, predict, or control the phenomena. Learning theories have tried to provide explanations about learning and their application.[1] Over the past century, educational psychologists and researchers have posited many theories to explain how individuals acquire, organize and deploy skills and knowledge.[2] Educational psychology, instead of providing a certain theory, offers a variety of theories and perspectives about the way of occurring the learning and what people are sparked for learning process and change.[1] Understanding of learning theories, which form the core of the educational psychology, is important in education to help us in providing an environment for learning, increasing the efficiency of the education system and harmonization in education.[3] During the last century, development and testing of the learning theories have helped us very much to understand how to identify individuals and changes in the methods of thinking, feelings, and behavior.[4] Attention to learning and its nature are necessary for someone who is dealing with teaching and training issues, and here, learning theories are discussed. Theories of learning are the framework of the structure and principles that pay attention to the description and explanation of the people’s learning.[5]

The educational psychology researchers have examined learning from various viewpoints and their findings in explaining the learning process have led to different theories, which can be used as a guide for heading the teaching–learning processes, some thoughts, and common myths in learning.[3] Learning theories have great usability and not just in education, but also in psychology counseling, which provide the needed infrastructure. It is recommended to use learning theories, single or separated or a combination in the health professions including the nursing.[6]

NUR646  How can the nursing theories aid in your teaching practices including clinical or patient specific experiences

NUR646  How can the nursing theories aid in your teaching practices including clinical or patient specific experiences

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Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure. In most countries, including Iran, nurses are responsible for the design, implementation, and procedures for promoting health training. The nurses can use this approach in the field of self-care education to the patients.[7,8] Apart from the profession of the person, knowledge about the learning process, it is largely associated with the everyday life of the people too. Learning theories can be used individually, group-wise or at a community level, not only for understanding and learning new things, but also for problem solving, changing the health habits, constructive communication, control emotions and affecting behavior development.[9]

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Theories together can provide a valuable treasure of complementary strategies and differing viewpoints. As it was discussed previously, patterns can be used for applying the theories. Therefore, a series of strategies and methods should be applied.[10]

Teaching patterns have had a context for the main philosophical and psychological orientation into teaching and learning. They all have a solid theoretical foundation and describe the learning environment.[11]

The models are tools for student learning and they are suitable for application development, especially for the students, who their record of learning should be considered. In fact, each model is composed of all elements of teaching including the overall goal, partial goals, behavior, content, media, methods, knowledge evaluation, and the previous knowledge of the students.[9] Therefore, the application of teaching models has deterrent effects and disruptive influence of environmental factors on learning and causes justice and equality in learning. By its using, it is possible to prevent the effective barriers due to inequalities resulting from social and economic status and the habit of the students to assist in learning.[12]

Therefore, to qualify for the insight about learning and understanding of its applications, it is necessary to study the learning theories and their evolution. In this article, with the goal of reviewing the existing knowledge, the learning theories and their use in nursing education have been given an overview of the available resources in this area.

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

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