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Innovative teaching strategies within a nursing education modelPotgieter, Eugené 06 1900 (has links)
Recent nursing literature has repeatedly proclaimed the need for creativity in nursing.
The complexity of contemporary nursing practice as a result of the explosion of
knowledge and technology, changing human values and diverse health care systems,
requires an innovative and creative nurse who can adapt to change and provide holistic,
individualised, context-specific patient care. Higher levels of cognitive thought, creative
thinking and problem-solving skills have been stressed as desirable qualities of student
nurses. It is suggested in the literature that the evolution of innovative strategies and the
ways to implement them into nursing curricula be explored in order to assist and
encourage students to develop these higher cognitive skills.
From an analytical study of the literature which was undertaken with the aim of exploring
the nature of creativity and the processes involved in creative thinking and learning, and
of identifying innovative strategies particularly relevant to the teaching of nursing, it
became apparent that the most significant determinants in teaching for creativity, are the
learning enviromnent, the educator-student relationship, and the provision of a variety
of teaching strategies, which are student-centred with a problem-solving focus. It was
established that stimulation of both the left and right hemispheres of the brain is essential
for the development of creative thinking skills.
Based on the insights and knowledge gained in the study, a nursing education model for
the fostering of creativity was developed. This model encompasses a wide variety of
didactic considerations and is designed to stimulate whole brain learning. It is hoped that
its use will be of value in the production of innovative and courageous nurse practitioners
who will be better equipped to cope with the changes and challenges of their working
environment and be able to provide context-specific nursing care. / Health Studies / D. Litt. et Phil. (Nursing Science)
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Innovative teaching strategies within a nursing education modelPotgieter, Eugené 06 1900 (has links)
Recent nursing literature has repeatedly proclaimed the need for creativity in nursing.
The complexity of contemporary nursing practice as a result of the explosion of
knowledge and technology, changing human values and diverse health care systems,
requires an innovative and creative nurse who can adapt to change and provide holistic,
individualised, context-specific patient care. Higher levels of cognitive thought, creative
thinking and problem-solving skills have been stressed as desirable qualities of student
nurses. It is suggested in the literature that the evolution of innovative strategies and the
ways to implement them into nursing curricula be explored in order to assist and
encourage students to develop these higher cognitive skills.
From an analytical study of the literature which was undertaken with the aim of exploring
the nature of creativity and the processes involved in creative thinking and learning, and
of identifying innovative strategies particularly relevant to the teaching of nursing, it
became apparent that the most significant determinants in teaching for creativity, are the
learning enviromnent, the educator-student relationship, and the provision of a variety
of teaching strategies, which are student-centred with a problem-solving focus. It was
established that stimulation of both the left and right hemispheres of the brain is essential
for the development of creative thinking skills.
Based on the insights and knowledge gained in the study, a nursing education model for
the fostering of creativity was developed. This model encompasses a wide variety of
didactic considerations and is designed to stimulate whole brain learning. It is hoped that
its use will be of value in the production of innovative and courageous nurse practitioners
who will be better equipped to cope with the changes and challenges of their working
environment and be able to provide context-specific nursing care. / Health Studies / D. Litt. et Phil. (Nursing Science)
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Det främmande ordet : Att arbeta med ordinlärning i det engelska språket i grundskolan / The foreign word : Working with vocabulary in the Wnglish edication in primary schoolTivehag, Evelina January 2020 (has links)
Detta arbete hade syftet att undersöka hur det arbetas med ordinlärning i engelskundervisningen i den svenska grundskolan. Studien är baserad på intervjuer med syfte att undersöka lärares syn på ordinlärning och vilka metoder de finner mest gynnande för den långsiktiga inlärningen. Intervjuerna var semistrukturerade och genomfördes med hjälp av två lärare som undervisar i årskurserna 1-3 och tre lärare som undervisar i årskurserna 4-6. Resultaten visar att det finns olika metoder som används vid ordinlärning och dessa inkluderar att läraren genemsamt läser och uttalar ord tillsammans med sina elever, samt att uppmärksamma nya ord i texter under läsningens gång. Lärarnas svar visade även att lärarna medvetet integrerar olika metoder i undervisningen för att gynna elevernas ordinlärning. Lärarna säger att de märker vilka metoder eleverna föredrar, vilket bland annat involverar samarbeten, webbaserade aktiviteter och läsning i grupp. Lärarna säger även att det genom undervisningen framgår vilka metoder som är mest gynnsamma än andra.
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