Theoretical Underpinnings of Nursing Education Purpose

Theoretical Underpinnings of Nursing Education Purpose

Discussion

Purpose

The purpose of this discussion is to examine how theoretical underpinnings in nursing education influence adult learning throughout the generations.

There are five generational cohorts in the United States. These generational cohorts include the silent generation (born before 1945), baby boomers (born between 1946-1964), Gen X (born before 1965-1976), and Gen Y (also called Millennials, born between 1977-1991), and Generation Z, also known as the Digital Generation or iGen (born after 1992).

As a nurse educator, you may have a wide range of learning styles in your class—from the silent generation to the digital generation and anywhere in between.

Instructions

Review this week’s lesson and readings. Then, address the following:

• Describe learning approaches that you would use to address the learning styles of a generationally mixed group of students based on your understanding of educational theory and adult learning principles.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)

3. Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)

4. Appraises current information systems and technologies to improve health care. (POs 6, 7)

5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

6. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

7. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

8. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Analyze educational theories and their influence on teaching and learning strategies in nursing. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 3, 5, 6, 7, 8, 9)

2. Design nursing curricula using a synthesis of educational theory, using best evidence from the literature, and current and prevailing healthcare trends, accreditation, and regulatory standards. (PCs 1, 3, 5, 7, 8; POs 1, 2, 3, 5)

3. Design teaching and learning strategies using a synthesis of educational theory, best evidence from the literature, and prevailing trends in clinical and academic learning environments to facilitate learner development and socialization.  (PCs 1, 2, 3, 4, 6, 7, 8; POs 1, 3, 4, 6, 8)

5. Critique the role of the nurse educator as change agent, nurse leader, and facilitator of learning. (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8)