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Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
Quality perinatal nursing education through coteaching.
1L ouise D umas is a Professor-Researcher in the Department of Nursing Sciences at the University of Québec at Hull in Canada.
Coteaching, a collaborative teaching strategy, enhances learning but requires significant commitment. This study details a 4-year nursing education coteaching experience, offering insights for effective implementation.
Area of Science:
- Nursing Education
- Collaborative Learning Strategies
Background:
- Coteaching, a collaborative teaching model, is under-theorized and lacks recent literature.
- Existing research does not combine theoretical and clinical perspectives on coteaching or team teaching.
Purpose of the Study:
- To present a 4-year experience of coteaching in nursing sciences.
- To analyze the conceptual, personal, and environmental factors enabling coteaching.
- To discuss the advantages and disadvantages of coteaching for professors, students, and preceptors.
Main Methods:
- Longitudinal case study of coteaching over 4 years.
- Inclusion of theoretical coursework, clinical practicum, and preceptor supervision.
- Analysis of enabling conditions, concept functionality, and stakeholder perspectives.
Main Results:
- Identified key conceptual, personal, and environmental facilitators for successful coteaching.
- Detailed advantages and disadvantages from multiple stakeholder viewpoints (professors, students, preceptors).
- Provided practical recommendations for implementing coteaching strategies.
Conclusions:
- Coteaching offers significant benefits for nursing education when implemented thoughtfully.
- Addressing potential risks is crucial for program, teacher, student, and educational milieu well-being.
- Findings offer valuable insights for programs preparing childbirth educators.
