1. Creating a Positive Learning Environment Copyright 2008 by The Health Alliance of MidAmerica LLC

2. 10-2 Objectives  Integrate active learning best practices to: Facilitate students’ critical thinking Stimulate learning Create a positive learning environment

3. 10-3 Active Learning Strategies to Consider  Stories and Cases  Using Questions  Building on Reflection  Writing to Learn  Using Technology Tools  Affirming and Challenging (Feedback)

4. 10-4 Clinical Faculty, Basic Guide  Social Significance, naming your product  Ultimacy, using best practices  Collegiality, using your resources (Who are you going to call when you don’t know what to do?)

5. 10-5 Measures to Facilitate Critical Thinking  What do we already know?  What do we need to know about critical thinking?

6. 10-6 Critical Thinking Is:  Purposeful, outcomes-directed  Driven by patient, family, community needs  Based on principles of the nursing process and scientific method

7. 10-7 Critical Thinking  Requires knowledge, skills, experience, and commitment to developing CT  Is guided by professional standards and ethics  Makes the most of human potential  Reevaluates and strives to improve - Alfaro-LeFevre, R. (2004)

8. 10-8 Active Learning  What do we already know?  What do we need to know about active learning?

9. 10-9 Active Learning  “Just do it” approach  Focus on making a good “fit” between student learning expectations and chosen assignments

10. 10-10 Stories and Cases: Benefits  Engage and Convey Information  Promote Connectedness  Promote Problem Solving (what next?)  Share varying points of view (patient, family, healthcare provider perspectives)

11. 10-11 Stories and Cases: Examples  Once upon a time….  Stories, learning, change intertwined  Student stories  Cases  Using stories for difficult scenarios  What’s wrong with this picture?

12. 10-12 Using Questions  Good teaching = good communication  Questions facilitate and assess learning  Questions bring life to critical thinking  Modeling inquiry promotes student inquiry  What if?

13. 10-13 General Question Guidelines  Learning demonstrated as: Cognitive learning Psychomotor learning Affective learning

14. 10-14 Assessing Cognitive Knowledge: Bloom’s Taxonomy  Knowledge – Recalling Remembering facts and learned information  Comprehension – Understanding Explaining and describing  Application – Problem Solving Using information in new settings

15. 10-15 Assessing Cognitive Knowledge: Bloom’s Taxonomy  Analysis – Exploring patterns and meanings Examining component parts  Synthesis – Creating Combining ideas into a new statement  Evaluation – Judging Making an evaluation based on criteria

16. 10-16 Example: Using a Handout  Questions as a teaching tool  Sample strategies

17. 10-17 Further Tools for Active Learning  Reflection  Writing to Learn  Technology Tools  Feedback

18. 10-18 Reflection: Benefits  Students consider their experiences  Build on previous experiences  Gain self-evaluation skills

19. 10-19 Reflection: Examples  Mental rehearsals Cognitive framing  Hindsight 20/20 Reflecting on what you have learned  Self-assessments Goal setting

20. 10-20 Writing to Learn: Benefits  Writing as thinking  Reflective component to discover and shape meaning  Build on what already know  Remember and process information

21. 10-21 Writing to Learn: Examples  Selected tools and strategies  Benner’s model to create clinical narratives

22. 10-22 Technology Tools: Benefits  Manage rapid information turnover Rote memorization no longer adequate  Enhance clinical learning

23. 10-23 Selected Tools and Strategies  Clinical learning labs  PDAs (Getting started, Expert of the day)  Web-based conferencing

24. 10-24 Feedback: Affirming and Challenging  Communication of information that assists the student to reflect/interact with the information and construct self-knowledge relevant to course learning and to set further learning goals - Bonnel, W. (2005)

25. 10-25 Feedback: Affirming and Challenging  Coaching students to seek and use feedback  Using qualitative tools to synthesize data for feedback (interview, observation, record review)  Challenging students

26. 10-26 Active Learning Strategies to Consider  Stories and Cases  Using Questions  Building on Reflection  Writing to Learn  Using Technology Tools  Affirming and Challenging (Feedback)

27. 10-27 Summary: Creating a Positive Learning Environment  Integrate active learning best practices to: Facilitate critical thinking in clinical settings Stimulate learning Create a positive learning environment

28. 10-28 Resource Section  See attached resources

29. 10-29