According to Becker (2015), the simplest way to compare the two is that learning theory is based on ideas about how people should learn, while instructional theory is about how people should teach. So the learning theory is better explains as the what happens during the learning process, effects of the learner, and what may be going on in the learner’s head. On the other hand, the instructional side, is the effects that the instructional delivery/learning process has on the learners. It can be further broken down into the ‘how’ one makes teaching effective, efficient, and appealing to learners. This is where mapping strategies are utilized in order to have a graphic to show the logical connection in the instructional process.
Reference
Learning theory vs. instructional theory vs. instructional design model. (2015, September 15). The Becker Blog. https://minkhollow.ca/beckerblog/2015/07/07/learning-theory-vs-instructional-theory-vs-i nstructional-design-model/
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Learning theories explain or describe how learners learn and provide educators with various teaching strategies appropriate for a particular learner, course, or content (Keating, 2015). Instructional theories provide approaches or methods to teach and ensure the quality of instruction (Keating, 2015).
A concept map includes expected competencies for students to achieve and indicates where in the curriculum the concept was introduced and mastered (Keating, 2015). Mapping strategies or concept mapping promote critical thinking and clinical competencies by having the students link the concepts or ideas in the schematic diagram and demonstrate how these concepts on the map are interrelated (Keating, 2015). Instructors, at times, use concept mapping to evaluate if the learner has achieved the learning goals by the student’s demonstration of understanding of concepts and the ability to explain the rationale for his or her goals (Jeffries, 2012).
References
Jeffries, P. R. (2012). Simulation in Nursing Education: From Conceptualization To Evaluation (2nd Ed.). National League for Nursing.
Keating, S.B. (2015). Curriculum Development and Evaluation in Nursing (3rd ed.). Springer Publishing Company.
According to Jeffries (2012), an instructor should start by identifying the audience for the simulation and their current level within the program. The instructor should also consider the knowledge and skills expected of the students at this point in the curriculum to succeed with the complexity of the designed simulation (Jeffries, 2012). This is exactly what I do for my simulations. Not only do I know the previous courses and materials the students learned in the program, but I also know exactly what they learned in the course of maternal-newborn nursing before doing the simulation with me in obstetrics. I get an updated syllabus of their maternal-newborn nursing class and know what they learn in theory classes every week. Therefore, I design several different simulations with different levels of complexity to match what they covered up until that point in class. For example, the simulation I design for the end of the term (such as postpartum hemorrhage after delivery) is much more advanced and complex than the simulation at the beginning of the term (which includes the basic labor process and uncomplicated delivery). According to Jeffries (2012), simulations should be integrated into the curriculum with consideration for the level of the student, course content, and meeting program outcomes. The author states that, for example, novice students can do a head-to-toe assessment while senior students with advanced skills and critical thinking can assess and manage a deteriorating patient (Jeffries, 2012).
In addition, I identify my audience for the simulation and their current level of knowledge and skills by having a discussion before actually doing the hands-on part of the simulation. When we discuss the topic of the simulation and what is expected, it is very easy to identify the student’s strengths, weaknesses, and levels of knowledge. We discuss concepts, expected interventions, and how interventions must be done. I can also identify students who are leaders. This discussion at the beginning of the simulation session allows me to assess students’ knowledge and helps me with deciding how to assign roles. Some students are obvious leaders, while other students may need more encouragement. According to Jeffries (2012), simulations should be planned at a level appropriate for students, and students should be given an opportunity to study and prepare for the simulation activity. I email the students before the simulation and let them know what concepts and material to review.
In my opinion, all elements of the curriculum are essential to prepare students for the clinical setting. However, if I had to choose a couple of specific essential elements, I would say that the progressive order for sequencing courses and the way the purpose of a specific curriculum contributes to that order. Therefore, the objectives of the curriculum are crucial because they are the basis of that curriculum. According to Keating (2015), the objectives of the curriculum reflect the mission and overall goal of the course or simulation. The author also states that objectives should be logical and sequential. In addition, the objectives state the content and the time frame. When the mission for the curriculum is finalized, the faculty identifies the major theories, concepts, and skills it believes should be in the curriculum (Keating, 2015). Therefore, the material and the skills that are part of the curriculum and its objectives prepare students for the clinical setting because this is something that students are probably going to see and practice there. Since the curriculum is in a progressive order for sequencing courses, every course teaches students new skills that are often built on previous knowledge. This way, students can use previously learned skills and new skills in the clinical setting.
In my opinion, clinical conditions that are not frequently encountered in nursing programs that should be simulated in a safe environment to ensure competency are emergency situations. I think that students need to have more simulations that deal with emergency or complex situations because it requires all the skills that are essential for them to have to be competent in clinical practice. It requires students to collaborate, delegate, and think critically. All this is required in addition to actually doing the skills correctly. I think that simulating emergency situations clearly conveys to students what concepts or skills they need to review and practice. Simulation of such situations is a perfect environment to practice it because it is a safe environment and actual patients will not be harmed. According to Jeffries (2012), during simulations, instructors can involve students in clinical situations they may not see or be allowed to participate in with actual patients, such as resuscitations or critical events like management of shock or anaphylaxis. In a simulation, the instructor does not take over, as often happens in a clinical unit when students are mishandling a situation or having difficulty with a specific skill (Jeffries, 2012).
References
Jeffries, P. R. (2012). Simulation in nursing education: From conceptualization to evaluation (Second). National League for Nursing.
Keating, S. B. (2015). Curriculum development and evaluation in nursing (Third). Springer Publishing Company.
https://online.vitalsource.com/books/9780826130280
In order to give the audience the best possible learning experience, it is important to assess their current level of skills, abilities and knowledge. This can be done by assessing where they are in the nursing program based on which class they are in. A quick assessment can also include assessing some of the skills the students should have mastered in previous classes, for example setting up the IV pump, placing a foley, starting an IV. This can be done by having the student either perform the skill or walk the professor through the steps. Something more basic would be satisfactory for a novice nurse, wile the setting should be more complex for an intermediate or advanced student. Essential elements that are necessary to prepare the students for the clinical setting would include a setting appropriate to their learning, ensuring there is a beginning, middle and end to the scenario. It’s also essential and evidence-based to have a debriefing afterwards. Clinical conditions that students may not face often might be home health settings, the delivery of a newborn, or even pediatric patients and their families. These are things I might include in order to ensure students learn different aspects that they may not always see in clinical practice.
Reference
Jeffries, P. R. (2012). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing.
