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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Treatment approaches for psychological disorders fall into three main categories: psychological, biological, and sociocultural. Each approach targets different aspects of mental health, requiring varying levels of education and training.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Critical Thinking01:19

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Learning to teach: how a formal teaching qualification improved our practice.

Sonya Lipczynska1, Clare Crowley2

  • 1Library Services, King's College London, Room 1.9, New Hunt's House & St Thomas' House Libraries, New Hunt's House, London, SE1 1UL, UK. sonya.lipczynska@kcl.ac.uk.

Health Information and Libraries Journal
|August 14, 2015
PubMed
Summary

Medical librarians improved their teaching by applying academic practice theories. This enhanced inclusivity and effectiveness in library instruction for medical and dental students, fostering educator development.

Keywords:
eLearningeducation and traininginformation literacyinformation skillsprofessional developmentstudentsteaching

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Area of Science:

  • Higher Education
  • Medical Education
  • Library Science

Background:

  • Academic librarians often develop teaching practices through experience.
  • Formal training in pedagogy can enhance teaching effectiveness.
  • Library instruction is crucial for supporting medical and dental students' learning.

Purpose of the Study:

  • To explore the impact of undertaking a Postgraduate Certificate in Academic Practice in Higher Education (PGCAPHE) on library instruction.
  • To evaluate the application of learning and teaching theories to library instruction for medical and dental students.
  • To identify improvements in teaching practice based on inclusivity and student characteristics.

Main Methods:

  • Participants undertook a PGCAP, engaging with learning and teaching theories.
  • They evaluated their existing library instruction practices for medical and dental students.
  • New teaching methods were developed and experimented with, focusing on inclusivity.

Main Results:

  • Exploration of theory informed the evaluation of library instruction.
  • Teaching practices were modified to enhance inclusivity and address diverse student needs.
  • New pedagogical approaches led to successful outcomes in library instruction sessions.
  • Participants reported significant personal development as educators.

Conclusions:

  • Formal pedagogical training significantly enhances academic librarians' teaching practice.
  • Integrating learning theories improves the design and delivery of inclusive library instruction.
  • Continuous professional development is vital for effective library educators in health sciences.