Multi-Dimensional Examples of creative teaching Shaimaa & Sakna (2).pptx

Nursing education plays a vital role in preparing students for their future careers. To enhance the quality of learning, it is essential to use creative teaching strategies. This presentation explores the multi-dimensional approach, including various techniques to engage and motivate students.

1. MSN 722 Innovative Teaching Strategies For Nurse Educators Mul ti-Dimensional Examples of Creative Teaching Strategies In Nursing Education Prepared by: Shaimaa Al- Sanona Saknah Habobi Ruqaia Ali Alkhalifa Salma Hmood Al Qahtani Zahra Aldraisi Supervised by: DR. Abeer Othman PHD,MSN,RN DR. Vidhya Thirunavukkarsu PHD,MSN,RN,RM

2. OUTLINE Multi-Dimensional Examples of Creative Teaching Strategies in Nursing Education Telling story Unfolding case study Using mnemonics Six hats exercise In-basket exercise

3. Objectives At the end of the lecture, the learner will be able to:   Recognize and differentiate each type of multidimensional of creative teaching strategies Identify the effectiveness of storytelling as a creative teaching strategy in nursing education. Examine the benefits of using unfolding case studies to enhance critical thinking skills in nursing students. Explain how mnemonics can be used in nursing education to aid memory Discuss the Six Hats exercise as a collaborative problem-solving activity for nursing students. Explain the idea of in-basket exercises in nursing education and the importance they play in developing prioritization skills.

4. Introduction Nursing education plays a vital role in preparing students for their future careers. To enhance the quality of learning, it is essential to use creative teaching strategies. This presentation explores the multi-dimensional approach, including various techniques to engage and motivate students. Presentation are communication tools that can be used as demonstrations, lectures, reports, and more. it is mostly presented before an audience.

5. Multi-Dimensional Example Simulation Based Learning Interprofessional Education Peer Teaching Unfolding Case Study Telling Story Mnemonics

6. This strategy provides an opportunity for students to practice nursing skills in a risk-free environment. Replicating real-world scenarios gives them a hands-on experience, making learning more effective. Interprofessional Education Simulation Based Learning Peer Teaching This strategy involves bringing together different healthcare disciplines to enhance learning. Collaborating in a team creates a more comprehensive healthcare approach . This strategy engages students in teaching and learning from each other. It promotes a collaborative learning environment, which fosters both cognitive and personal development. Multi-Dimensional Example Storytelling is an inexpensive teaching method and can be used to understand the meaning of an experience and improve the process of learning. Unfolding Case Study Telling Story Mnemonics It is a method used to assess higher-level learning cases, which provide a means of simulating a patient situation that changes over time. Mnemonics is a scheme that is being used from years to assist in memory. It is basically a self-help learning device designed to increase the confidence of a learner.

7. Telling Story The use of storytelling as pedagogy has been describe and recommended by Severtsen and Evans(2000). The storytelling can be empowering for the nurse and patient, prompts nursing students to grow developmentally by accessing their intuitive awareness and helping them to gain self-awareness ( Koithan , 1994).

8. Telling Story The benefits of telling a story Express information uniquely. Aid in problem solving. Provide diversity in the ways of knowing. Make learning more memorable, and contribute to another way of knowing. In regards to patient education, stories may help people gain confidence with procedure, acquire skills, decrease stress, aid in patient/family development, and improve memory retention.

9. Telling Story as a Teaching Strategy Engaging Students Relating to Real-Life Scenarios Promoting Collaboration Storytelling is an excellent means of captivating students' interest and imaginations. It helps establish a memorable and meaningful connection with students that enhances learning outcomes. It also provides an opportunity to incorporate real-life scenarios to enhance students' ability to relate to the content, leading to better retention and application of knowledge. Storytelling can be used as a collaborative learning approach between students, enhancing interpersonal skills and group communication. It also encourages active participation, leading to a better learning experience.

10. Telling Story The use of storytelling in clinical education involves four principle: Guiding -student asked to tell a short story at the beginning of each session about how their week had gone. Respecting- thinking with stories (treating the story as a whole entity) not about the stories to help student learn how to respect and empower their student colleague storytellers. Bearing witness - by practicing bearing witness, the students learn the therapeutic value of listening and bearing witness to a patients story. Community – Centered practice - the students developed community-centered practices that represented the caring values that faculty members were trying to instill.

11. Enhances imagination and visualization. Increase our vocabulary. Refine our speaking skills. Improve our listening skills. Enhance writing skills. Develop reading skills Enhances critical & creative thinking. Helps us see literature as a mirror of human experience . What are the ways of how stories empower the learning process?

12. Unfolding Case Studies This innovative strategy was developed and documented by Glendon and Ulrich, it contains more than 50 case studies that are still relevant today. As the story unfolds, students are asked to consider the many facets of the client’s care. As each case develops, students must consider the increasingly complex details and use them to influence decisions.

13. Unfolding Case Studies This strategy involves presenting a real clinical scenario that unfolds gradually. It provides an engaging way to apply nursing knowledge to real-world practice and develops critical thinking and problem-solving skills

14. Unfolding Case Studies Preparation and Equipment. As with other case studies, Unfolding Case Studies need to be developed as part of class preparation. After the class is organized, an Unfolding Case Study can be developed to include its various aspects .

15. Two students' nurses are working in labor and delivery. Each has a client. One mother discusses her husband Mohammed and his steadfast nature. The other mother talks about her husband Saad and their future marriage. A man named Jim comes to visit both, and the nursing students decide he is the same man and spread rumors all over the unit. The visiting Mohd turns out to be both women’s pastor, and the students learn the lesson of jumping to conclusions, the inability to “right” a previous wrong, and the hazards of breaching patient confidentiality. Example of the Strategy at Work One unfolding case study addresses legal and ethical aspects of professionalism and highlights the need for patient confidentiality :

16. One unfolding case study addresses legal and ethical aspects of professionalism and highlights the need for patient confidentiality : Students love the drama associated with this case. They recognize the students in the study and compare it with their own professional roles in the clinical area. Use Think-Pair-Share with this case to have students discuss the legal and ethical implications of this issue. Example of the Strategy at Work

17. Advantages of Using Unfolding Case Studies Unfolding case studies can enhance student engagement, retention, and motivation by providing a holistic approach to integrated learning. It also promotes skills of communication, collaboration, and empathy.

18. Develop your own Unfolding Case Studies to emphasize key points. Add more information to the case as it unfolds to challenge students further and to reinforce important issues. Ask students critical thinking questions through Email Exercises or Online Discussions to keep them thinking. Use the Unfolding Case Studies developed by Glendon and Ulrich12 to enhance your personal teaching materials. Use the unfolding nature of these cases to demonstrate unexpected yet common changes in client status. Ideas for Use

19. Using Mnemonics Mnemonic Refers to the practice of using techniques or strategies to aid in memory retention and recall. Mnemonics are mnemonic devices or memory aids that help individuals remember information more easily by associating it with something else that is already familiar or easier to remember.

20. Using Mnemonics IMPORTANCE OF USING MNEMONICS: The importance of this strategy is the ability of students to make their own connections and to understand use Mnemonics consistently. Mnemonics aids student to increase their long-term and short-term memory. Mnemonics are very helpful in learning disabilities. Mnemonics will improve creative skills of students. Mnemonics helps to reduce boredom in students, and it is helps to activate nervous system functioning.

21. How To use Mnemonics We use mnemonics throughout our lives to remember facts. They provide verbal cues to remembering complex or difficult information. This is an area in which students and instructors can share their memory aids with each other. Th e importance of this strategy is the ability of students to make their own connections and to understand and Use Mnemonics consistently. Preparation and Equipment. The only preparation for this strategy is to remind yourself about Using Mnemonics when covering class content. Search the internet for mnemonics and encourage students to share their own.

22. Example of the Strategy at Work 1. In the class on diabetes, I tell students that hypoglycemia is the “wet one,” marked by diaphoresis, and that hyperglycemia is the “dry one,” with symptoms of dehydration. 2. The ABCs of the alphabet are used to reinforce airway– breathing circulation concepts in cardiopulmonary resuscitation. When memorizing the steps of the nursing process, students are taught to think of “A Delicious Apple PIE” to remember assessment, diagnosis–analysis, planning, implementation, and evaluation.

23. Using Mnemonics MNEMONICS AND NURSING Mnemonics can be beneficial in clinical settings. The use of mnemonics can facilitate the recall of different nursing procedures. The use of mnemonics improves memory by condensing all the symptoms into a single words. Mnemonics are some of the best memory techniques which make the process of memorization interesting and effective

24. Using Mnemonics MNEMONICS AND NURSING Many different types of mnemonics can be used, including keywords and peg words. Example: SIGN AND SYMPTOMS OF DELIRIUM D Disordered thinking E Euphoria/Emotions L Language ability impaired I Illusions, delusions & hallucinations R Reversal or sleep wake cycles I Inattention/distractible U Unaware/disoriented M Memory deficits

25. Use Mnemonics any time a complex process requires some level of memorization. Make sure students understand that mnemonics are memory devices and that they’ll eventually need to step beyond retention to critical thinking. Memorization allows students to move on and think more analytically and critically. Use the strategy of metaphor much as you would use mnemonics. Ideas for using mnemonic

26. One instructor based the entire class on a “recipe for success” and referred frequently to cooking, ingredients, time, and the product to build a story for the class participants Another Idea

27. The Picmonic ® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platform

28. SIX HAT EXERCISE A method to integrate critical thinking for improved problem solving.

29. The Six Hats Exercise is a tool used frequently in nursing education and management. It was originally developed by deBono2 as a way to encourage team building and conflict resolution. Gross3 has used this tool with nurses and healthcare workers to cultivate decision making, teamwork, and empathy. SIX HAT EXERCISE

30. Emotional Red Creative Grean pessimistic Black Logical White Optimistic Yellow overarching values Blue Six Hat Exercise 1. 2. 3. 4. 5. 6. The colored hats represent different perspectives

31. Blue Hat 1 2 3 4 5 What should we do next? This hat tries to answer these questions: What should we do next? What should we do to achieve more? What’s a random act of kindness you d id for a stranger? What's your favorite dessert? blue Hat: Blue represents calmness. It tries to have a regular and controlled thought process. The blue hat is used for looking directly at the process of thinking. To put the hats that are used in a row and summarizes the results that have been obtained. To observes the thinking process and makes sure that the rules of the game are followed

32. 1 2 3 What is the best aspect of this? What are its advantages? Who can benefit from this? Yellow Hat Yellow Hat: Yellow, like the sun, sheds light and is positive. It is about optimistic, hopeful and positive thinking. Efforts are made with the yellow hat to find the value and advantages of recommendations that are made and to find the best aspects. Thinking is constructive and productive. Concrete proposals and recommendations are made. The questions asked with this hat are these: 4 How can these advantages be brought to light?

33. Green Hat 1 2 3 4 5 What are some new ideas on this subject? This hat tries to answer these questions: What is interesting about this idea? What are the differences in these ideas? What is the effect of going forward with this idea? When this idea is compared with what I know, what will happen? Green Hat: Green means blessing, productivity and growth. The color green symbolizes growth, energy and life. When thinking is done with the green hat recommendations, new opinions and alternatives are presented. The green hat gives an opportunity to find various possibilities. Everyone who uses the green hat tries to be creative. This hat can ensure there is time and attention given to thinking more creatively.

34. Black Hat 1 2 Should we proceed with this idea? This hat tries to answer these questions: What difficulties could we encounter? Black Hat: Black is pessimistic, negative and derogatory. Black reminds us of a judge’s robe. De Bono emphasised that this hat is the most beneficial and needs to be the most frequently used hat. This hat draws attention to dangers. It points out risks and why something may not be beneficial. This hat can be used in health care to remind students of policies, protocols, laws and regulations related to situations. 3 4 What are point for caution? What are the risk?

35. Red Hat 1 2 How would you feel if you get involved in this? This hat tries to answer these questions: Which points did you find interesting, exciting? 3 What are the points that you did not like about the issue or the solution? Red hat: EMOTIONS And FEELINGS Red calls to mind anger, attitudes and feelings. It gives an emotional viewpoint. When the red hat is used, a chance is given for feelings and perceptions to be verbalized without any explanation.

36. White Hat 1 2 What kind of information do we have? This hat tries to answer these questions: What kind of information do we need? The white hat FACTS And NUMBERS This hat contains information, data and cases. The purpose is to present information that can be accessed for evaluation and to guide questions about the subject. It is directed to gathering important information and missing information. 3 What information is missing? 2 How can get the information we need? 3 What kind of questions should be asked?

37. IDEAS FOR USE Faculty may find the Six Hats Exercise a great strategy to use in legal and ethical discussions, with clinical groups, or any time a sensitive issue needs to be addressed. If time permits, have participants wear more than one hat so they can view a situation from multiple perspectives. Instead of hats, you can give students color-coded name tags or colored paper. Use the Six Hats Exercise to resolve conflicts or when teamwork is otherwise a challenge. This exercise builds rapport and collegiality. It also develops empathy skills by challenging participants to understand points of view different from their own.

38. IDEAS FOR USE If you know the group well, assign colors that don’t fit the participants’ characteristic personalities. For example, give the eternal pessimist a yellow hat and the unemotional person a red one. Arguing from an unaccustomed position fosters critical thinking skills. After all the participants have expressed their views, use the discussion time for debriefing. Analyze not only the situation but also the group process. Talk about the emotions and the knowledge participants glean from “walking in each other’s moccasins.” Talk about the emotions and the knowledge participants glean from “walking in each other’s moccasins.” After all the participants have expressed their views, use the discussion time for debriefing. Analyze not only the situation but also the group process.

39. Six Hats 1.

40. Time to put our thinking caps on! Let's get started. 1.

41. Scenario A patient with multiple health conditions is admitted to the hospital. The patient has diabetes, high blood pressure, and a recent history of stroke. The nursing team needs to develop a comprehensive care plan for the patient. Using the Six Hat Exercise, here is a breakdown of the thinking process for each hat:

42. What problem are we solving today? Put a thinking hat on. Add your thoughts under each relevant hat. Facts Intuition Be nefits Risks Id eas Proces s

43. In-Basket Exercises

44. The In-Basket Exercise, first described by Sweeney and Moeller, gives students a task, a time frame, and a limited amount of information. In-Basket Exercises

45. These exercises are effective in Developing group cohesiveness, as early group activities Helping students solve problems with incomplete information Priority setting, group process, and conflict resolution. In-Basket Exercises

46. IDEAS FOR USE Subjects for In-Basket Exercises may come from clinical situations, legal and ethical conflicts, priority setting, conflicts, and other nursing situations. In-Basket Exercises can evolve with a student or novice nurse's understanding. More detail regarding client conditions and clinical scenarios can complicate the strategy. You might ask participants to specify 10 supplies for the STUCK feature mentioned earlier. Then limit them to three things. This improves priority-setting. For this method to work, group members must realize there is no more information. Like a computer in-basket, these exercises offer only the essentials.

47. IDEAS FOR USE This strategy is feasible at many levels of practice. You simply need to design it so students can answer the questions while continuing to feel challenged. Orientees may do an In-Basket Exercise to learn to deal with nurse-physician conflicts, reacting in sensitive situations, delegating, and other simulated situations. Carefully designed In-Basket Exercises can be used for nursing lessons on selected data, conflicting priorities, and the establishment of key concerns. Community concepts can be reinforced by discussing packing a bag in a disaster, gathering first aid supplies for a mission trip, or caring for a client at home who needs certain supplies and equipment.

48. Conclusion Incorporating creative teaching samples is a powerful way to enhance the learning experience and promote student engagement. By utilizing innovative and interactive techniques, educators can create a dynamic and stimulating classroom environment that fosters critical thinking, problem-solving, and a deeper understanding of the subject matter. Creative teaching samples offer students a firsthand experience of the concepts being taught, allowing them to actively participate in the learning process.

49. Activity time . When you get stressed out, you tend to cry in your bedroom. Which types of hats are related? Red hat Blue hat Yellow hat White hat

50. Activity time . When you get stressed out, you tend to cry in your bedroom. Which types of hats are related? Red hat Blue hat Yellow hat White hat

51. Activity time When you have a group project, you started to brainstorm and come up with awesome ideas. Which types of hat is related? Black hat Blue hat Green hat Yellow hat

52. Activity time When you have a group project, you started to brainstorm and come up with awesome ideas. Which types of hat is related? Black hat Blue hat Green hat Yellow hat

53. Activity time . What is mean by de' Bono's thinking hats? A method for enhancing creativity of thinking that your team focus on one specific topic denoted by the color of the hat. A fun way to wear hats and discuss the long days at work instead of worrying about the meeting A method to enhance the structure of employees where each of the employees wearing different colors of hat that defines their own roles. A way to add creative color to the meetings to distract people from tension and seriousness of the conversation .

54. Activity time . What is mean by de' Bono's thinking hats? A method for enhancing creativity of thinking that your team focus on one specific topic denoted by the color of the hat. A fun way to wear hats and discuss the long days at work instead of worrying about the meeting A method to enhance the structure of employees where each of the employees wearing different colors of hat that defines their own roles. A way to add creative color to the meetings to distract people from tension and seriousness of the conversation .

55. Activity time . What does the red hat represent in de Bono's process? The facts The risks or worries The benefits or rewards The emotions or feelings

56. Activity time . What does the red hat represent in de Bono's process? The facts The risks or worries The benefits or rewards The emotions or feelings

57. Activity time . Choose the Correct Answer Blue Hat – Co-coordinator thinking, leadership hat, channelizing the process. Blue Hat - Data and information to be collected.

58. Activity time . Choose the Correct Answer Blue Hat – Co-coordinator thinking, leadership hat, channelizing the process . Blue Hat - Data and information to be collected.

59. Activity time . Six Thinking Hats can be used as a tool for problem-solving and decision making. True False decision-making

60. Activity time . Six Thinking Hats can be used as a tool for problem-solving and decision making. True False decision-making

61. Activity time . A general system such as a pattern of letters, ideas, or associations which helps with remembering something? mnemonics Acrostic Acronym narrative chaining

62. Activity time . A general system such as a pattern of letters, ideas, or associations which helps with remembering something? mnemonics Acrostic Acronym narrative chaining

63. Activity time What is a mnemonic device? Learning technique that helps us remember things to then be able to recall them later when we need to A device used to clear unwanted memories in the human memory Device used to store data for the long term in the human memory Learning technique that helps to store data for short term in the human memory

64. Activity time What is a mnemonic device? Learning technique that helps us remember things to then be able to recall them later when we need to A device used to clear unwanted memories in the human memory Device used to store data for the long term in the human memory Learning technique that helps to store data for short term in the human memory

65. Activity time Which statement is false about storytelling? Storytelling can be used as an effective branding tool. Storytelling is the easiest way to influence people. By sharing our stories, we define "who we are" and "what we stand for“ People love stories.

66. Activity time Which statement is false about storytelling? Storytelling can be used as an effective branding tool. Storytelling is the easiest way to influence people. By sharing our stories, we define "who we are" and "what we stand for“ People love stories.

67. Activity time . What is the primary goal of an in-basket exercise? a) Testing candidates' typing speed b) Evaluating candidates' problem-solving skills c) Assessing candidates' verbal communication abilities d) Determining candidates' knowledge of industry-specific terminology

68. Activity time . What is the primary goal of an in-basket exercise? a) Testing candidates' typing speed b) Evaluating candidates' problem-solving skills c) Assessing candidates' verbal communication abilities d) Determining candidates' knowledge of industry-specific terminology

69. References Adeel Y, Hersh G & others. (2014). The Picmonic ® Learning System: enhancing memory retention of medical sciences, using an audiovisual mnemonic Web-based learning platformdoi : 10.2147/AMEP.S61875 Bower, G. H. (1972). Mental imagery and associative learning. In L. W. Gregg (Ed.), Cognition in learning and memory (pp. 123-144). Academic Press. De Bono, E. (1992, January 1). Edward de Bono’s Six Thinking Hats. Esther Heerema , MSW (2022). Mnemonics are an effective strategy for memorization Fanning, K., & Gaba, D. (2007). The role of debriefing in simulation-based learning. Herrman , J. W. (2019, October 22). Creative Teaching Strategies for the Nurse Educator . F.A. Davis. Moyer, B. A., & Wittmann-Price, R. A. (2008, January 1). Nursing Education. Institute of Medicine (US) Committee on the Future of Nursing. (2011). The Future of Nursing: Leading Change, Advancing Health. National Academies Press (US). Jenkins, S. H. (2018). Active learning strategies in classroom teaching-U.S. national library of medicine. Pittman, P., Hanks, R., & Salazar, R. (2013). Successful interprofessional education: A curriculum evaluation. S.K. Maheshwari, Prabhjot Kaur. Mnemonics and Nursing. International Journal of Nursing Science Practice and Research. 2019; 5(2): 19–25p .

70. Thank You The mind is just like a muscle — the more you exercise it, the stronger it gets and the more it can expand.