Preface xi
Acknowledgments xiii
Contributing Authors xiii
Reviewers xiii
PART I: TEACHING AND LEARNING 1
CHAPTER 1 Good Teaching 3
Hallmarks of Good Teaching 3
Teacher Style 8
Seven Principles of Good Practice in Undergraduate Education 9
Nurses as Teachers 10
References 12
CHAPTER 2 Learning Theory 14
Learning Theories 14
Types of Learning 26
Learning Styles 30
References 36
CHAPTER 3 Motivation and Behavior Change 39
Learner Characteristics 39
Planning for Learning 41
Motivation and Behavior Change Theories 44
Summary 53
References 54
CHAPTER 4 Literacy 56
Literacy Levels 56
Reading Levels 56
The Importance of Adequate Literacy 58
Assessing Literacy 59
Teaching People with Low-Literacy Skills 60
Developing Printed Educational Materials 61
Information Literacy 65
References 68
CHAPTER 5 Multicultural Aspects of Learning 70
Learning About Culture 70
The Culture of Teachers and Learners 73
Teaching Strategies 77
Communication Issues 80
References 86
CHAPTER 6 Planning and Conducting Classes 89
The Planning Sequence 89
Selecting Teaching Methods 96
Choosing a Textbook 98
Planning Assignments 103
Conducting the Class 105
References 108
PART II: TEACHING STRATEGIES 109
CHAPTER 7 Traditional Teaching Strategies 111
Lecturing 111
Discussion 120
Questioning 123
Using Audiovisuals 129
The Interactive Lecture 134
References 135
CHAPTER 8 Activity-Based Teaching Strategies 138
Cooperative Learning 138
Simulations 141
Problem-Based Learning 151
Self-Learning Modules 155
References 162
CHAPTER 9 Computer Teaching Strategies 168
Computer Technology and Learning 168
Computer-Assisted Instruction 170
Computer-Managed Instruction 176
The Internet 178
Virtual Reality 181
References 183
CHAPTER 10 Distance Learning 186
Advantages and Disadvantages of
Distance Learning 186
Clinical Education in Distance Learning 187
Interactive Television Classes 187
Distance Learning via the Internet 191
References 198
CHAPTER 11 Teaching Psychomotor Skills 201
History of Teaching Psychomotor Skills 201
Learning Psychomotor Skills 203
Approaches to Teaching Skills 209
Assessment of Psychomotor Skill Learning 212
Which Skills Should be Taught? 212
References 214
CHAPTER 12 Promoting and Assessing Critical Thinking 217
Defining Critical Thinking 218
Distinguishing Critical Thinking from Other Concepts 222
Ways We May Inhibit the Critical Thinking
of Nursing Students 223
Strategies that Enhance Critical Thinking 224
Assessing Critical Thinking 231
Conclusion 233
References 235
CHAPTER 13 Clinical Teaching 239
Purpose of the Clinical Laboratory 239
Models of Clinical Teaching 241
Preparation for Clinical Instruction 245
Conducting a Clinical Laboratory Session 246
Evaluating Learner Progress 253
Clinical Evaluation Tools 257
References 259
CHAPTER 14 Assessing and Evaluating Learning 263
Classroom Assessment 263
Evaluation of Learning 267
Test Item Analysis 277
References 280
PART III: THE PROFESSIONAL TEACHER 283
CHAPTER 15 The Faculty Role 285
Finding the Right Educational Setting 285
The Appointment Process 285
Reappointment,Tenure, and Promotion 287
Teaching Assignments and Academic Freedom 289
Curriculum Development 290
Student Advisement 290
Program Assessment 291
Committee Work 291
Accreditation 292
Faculty Development 292
Legal Aspects of Teaching 293
Why Do People Become Faculty Members? 294
References 296
Index 297