Other Titles
Collaboration between nursing faculty and instructional designers enhances affective learning leading to improved knowledge transfer of evidence-based practice for professional nurses in a graduate education program [Symposium]
Abstract
The first part of the symposium focuses on theoretical outcomes from the use of affective learning strategies. Nursing education is often focused on the cognitive domain of learning; acquisition of new skills, and higher -level thinking are used to promote healthcare quality and safety, and are important outcomes of educating professional nurses in graduate coursework. While these same outcomes apply to teaching and learning goals for Evidence-based Practice (EBP) education, integration of teaching strategies in the affective domain are designed to motivate professionals to integrate and sustain a way of nursing practice known to improve care for patients and families. Learning in the affective domain for EBP puts the primary emphasis on discovery of meaning, capturing the essence of the practice, and perceptions of empowerment of nurses' ability to be successful innovators. Interprofessional collaboration with Instructional Designers assist faculty to develop innovative curricular elements to achieve these goals. Using Roger's Model of Diffusion as a framework, faculty and Instructional Designers plan interactive learning modules using visual art, and multimedia pedagogy. This allows students to not only build competence, but also confidence, with the process. Persuasion, decision-making and implementation are built on non-threatening formats for learning and practice. Implementation of the process allows students to internalize and value their new learning in the course. Outcomes demonstrate that this translates into knowledge transfer for clinical practice.
Sigma Membership
Kappa Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Instructional Design, Affective Learning, Evidence-Based Practice
Recommended Citation
Bicknell, Patricia, "Effective pedagogy using affective learning strategies empowers learners to translate EBP knowledge for practice" (2016). Convention. 414.
https://www.sigmarepository.org/convention/2015/presentations_2015/414
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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Acquisition
Proxy-submission
Effective pedagogy using affective learning strategies empowers learners to translate EBP knowledge for practice
Las Vegas, Nevada, USA
The first part of the symposium focuses on theoretical outcomes from the use of affective learning strategies. Nursing education is often focused on the cognitive domain of learning; acquisition of new skills, and higher -level thinking are used to promote healthcare quality and safety, and are important outcomes of educating professional nurses in graduate coursework. While these same outcomes apply to teaching and learning goals for Evidence-based Practice (EBP) education, integration of teaching strategies in the affective domain are designed to motivate professionals to integrate and sustain a way of nursing practice known to improve care for patients and families. Learning in the affective domain for EBP puts the primary emphasis on discovery of meaning, capturing the essence of the practice, and perceptions of empowerment of nurses' ability to be successful innovators. Interprofessional collaboration with Instructional Designers assist faculty to develop innovative curricular elements to achieve these goals. Using Roger's Model of Diffusion as a framework, faculty and Instructional Designers plan interactive learning modules using visual art, and multimedia pedagogy. This allows students to not only build competence, but also confidence, with the process. Persuasion, decision-making and implementation are built on non-threatening formats for learning and practice. Implementation of the process allows students to internalize and value their new learning in the course. Outcomes demonstrate that this translates into knowledge transfer for clinical practice.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.