1. Innovative Teaching Method In Nursing Practice
Dr. Mrs. Maya E. Patlia

2. INTRODUCTION
Pace of change has accelerated, Radical transformation in nurse education. This is promoting Nurse Researcher, Educators and Administrators to review and evaluate curricula and innovations with aim to help nurse educators discover effective ways to promote student learning to prepare future nurse to become full partner in the world of improving patient safety and health care system. Much of the current system of education is based on Tylerian Model – Which was formed 50 years ago which emphasis on content, structure and measurable behavior out come according to National League for Nursing.

3. DEFINTION OF TEACHING AND MEANING OF INNOVATION
Teaching is passing on the information or knowledge to the mind of students. Various methods of teaching are to attain the core objective of teaching.
Innovation is required for to develop curiosity, critical thinking, deep understanding, the rules and tools of inquiry and creative brain storming at the center of curriculum.
Innovation in Nurse Educations are sprouting up all over the country, Nurse experts say Glasgow one of countless Nurse Educator and Administrator are rethinking teaching methods.

4. AIMS OF INNOVATIVE TEACHING METHOD
TO PREPARE TO ENSURE THAT ALL NURSING STUDENT TO HAVE ACCESS.
TO HIGH QUALITY CARE.
TO PROMOTE STUDENT LEARNING .
TO PREPARE FUTURE NURSE TO BECOME FULL PARTNER IN THE WORLD OF IMPROVING PATIENT SAFETY AND HEALTH CARE SYSTEM.

5. INNOVATION FALL IN VARIOUS CATAGORIES
Simulation Technology
Narrative pedagogy (Rethinking approach that evolves from experience teachers to students).
New and stronger partnership between academic and practice.
Toyota Model – can be introduce in our curriculum teaching i.e. socio- technical system (interacting with people.)

6. VARIOUS OTHER METHODS Electronic readers are replacing text books.
You tube – facility are showing you Tube video during class and creating second life teaching scenario.
Face book and Twitter – students are connected with each others.
Multimedia learning process – combination of various digital media. Example text, images, audio and video.
Presentation to convey information to an audience.
Problem based learning – solution to producing graduates who are creative think critically and analytically.

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Multimedia learning process – combination of various digital media. Example text, images, audio and video.
Presentation to convey information to an audience.
Problem based learning – solution to producing graduates who are creative think critically and analytically. In this students learn to be cooperative and collaborative, using their group skill and activities to accomplish the project.
Example of various tools – Microsoft Power Point, Graphic, Flash slide, Macromedia, Windows Movie maker, Adobe Acrobat Reader (Book based).

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Learn how to learn via life problems – (Boud & Feletti 1999) encouraging students to question what they learnt to associate with previously acquired knowledge.
Micro media Director or Author ware – This is authoring tool to integrate and synchronize all media elements into one final application add interacting features.
Multimedia learning process – combination of various digital media. Example text, images, audio and video.
Presentation to convey information to an audience.
Problem based learning – solution to producing graduates who are creative think critically and analytically.

9. Other Tools

10. Gaming Method

11. Result will be It creates clear understanding.
Power points can be used widely.
Innovative thinking improves
Teaching with sense of humor
It fosters cordial relation between professor and students. It get strengthen provides welcome reliefs in difficult subject.
There is hope to progress
Create a conductive environment.

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Z to A approach method: When teach motivation theory – explain what is motivation first then theory.
Mnemonics words – approach
Memorizing words – only first then explain.
Role playing and Scenario Analysis based Teaching.
Helpful in problem solving, issues, expose to decision making in a given environment .
Thus time has come for paper less, pen less learning

13. New innovative methods developed after pilot study
Kotter & Rathgebar 2005 – They did a project to identify and test new model of clinical teaching
CERT (Clinical Education Redesign Team)
There must be better more innovative way to educate in midst of shortage of clinical sites will minimize scare resources Nursing Students in clinical settings.

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Goal was – increasing clinical capacity lowering costs of using the same financial profile.
Creating more targeted and innovative activities to nursing students
Aim was – to improve clinical nursing education act cover
To increase nursing enrollment capacity
To develop o traditional clinical placement for nursing students.
To implement clinical nursing efforts

15. clinical setting 7 paradoxes
1. Patient safety and student learning – Many hospital staff nurses are reluctant to allow students to produce patient care, yet we need to develop skills in technical care and clinical judgment.
2. Increased enrollment of students with less resources in hospitals.
3. Faculty orientation and clinical competency and time for clinical practices – affect student learning time.
4. Documentation and access to electronic medical record – student need to learn to integrate documentation into their practice.

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5. Shift length and student learning – learning affects according shift wise, practice experienced by students.
6. Staff productivity and student learning – students need to coach but may affect the other nursing care productivity.
7. Task Orientation and clinical judgment – focusing on clinical time on developing skill in task completion. Example – student need to know how to hang an I.V.

17. Such planning give output like…….
Helps students continuity in clinical time.
Support relationship between nursing education and nursing practice.
Learning moving from simple to complex skill.
Clinical unit readiness for students.
Communicate openly and frequently.
Create consistency in clinical teaching with clear expectation with nurses working in field. (The objective of learning)

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Facilitate skill mastery in laboratory and simulations prior to clinical day.
Foster community based practice.
To foster deeper knowledge.
Nursing teachers and nurse with strong credibility and visibility are the members of team to help students in clinical practice skill. Who help to create clinical learning environment by CERT (Clinical Education Redesign Team); who are the innovative model.

19. APPLE MODEL (Avatar, patient programme for learning enhancement)
Purpose was to explore the pre programme and Avatars in multiuser environment for qualitative and qualitative evaluation.
Steps – Students during round, observes patients reaction to illness.
Identify coping mechanism and knowledge gap.
Finally group discuss perspectives on patients experience and goal for multi disciplinary care.
Result – such method gives good learning result. Avatar learning activity helped students to integrate their cases in simulated clinical setting.

20. MUVE (Multi user virtual environment)
A MUVE soft ware is develop for this.
Integrating simulation learning and crisis resource management programme for med-surg. nursing students.
This increase student capacity in clinical sites.
This reduces 50% full time equivalent faculty.

21. LEAD Learning
Leadership, Evidence based Research, Active member of team, Decision making.
Service community partnership model- This is non traditional clinical site for student learning.
Project based learning – developing focused questions using solid well crafted performance assessments, allowing multiple solutions, enlisting community resources and choosing engaging meaningful themes for projects.

22. Simulation
Activities that mimic the reality of a clinical environment and are design to demonstrate procedure, decision making and critical thinking through techniques such as role playing and the use of devices such as interactive video's or mannequins.
Computer based simulation – based on real world application, focus on specific skills or selected area of human anatomy, with physical input and real environment.
Teaching outcome depend on teacher student interaction, expectation and role of each factors and active participation.

23. Clinical Teaching Strategy
5 Microskills
Get a commitment
Probe for supporting evidence
Teach a general rule
Reinforce what was done right
Correct mistakes
“Create time for reflection”

24. Personality Role For Conversion
Every teacher have different passions , skills and potential with good ideas and are creative in their own ways, and has dominant innovation role at which they excel.
Revolutionary role:- they are always eager to change things share their opinion and ideas.
Connectors role:- they here and say some thing interesting and put together with revolutionary and fine trouble shooter
Customer Champion:- Who understand s needs and familiar with their action and behavior of any person.
Troubleshooter Role:- Loves tough problems have deep knowledge and help to solve
Magic Maker:- They take idea and make it real and line up right resource to make it happen.

25. God Bless You All to be an Innovative Leaders of Nursing… & Motivate to your coming generation to bring the change in Nursing health care system…