Report: TEACHING OBSERVATION EXPERIENCE PAPER TEACHING OBSERVATION EXPERIENCE PAPER by mousa derhem General metrics 13,427 1,859 131 7 min 26 sec 14 min 18 sec characters words sentences reading time speaking time Writing Issues No issues found Plagiarism 1 % 0 source 1% of your text matches 0 sources on the web or in archives of academic publications Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 1 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER Unique Words 28% Measures vocabulary diversity by calculating the percentage of words used only once in your document unique words Rare Words 46% Measures depth of vocabulary by identifying words that are not among the 5,000 most common English words. rare words Word Length 5.7 Measures average word length characters per word Sentence Length 14.2 Measures average sentence length words per sentence Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 2 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER TEACHING OBSERVATION EXPERIENCE PAPER Teaching Observation Experience Paper 2 1 Grading Rubric Form_3_ Teaching Observation Experience Paper MSN 722 (Innovative Teaching Strategies for Nurse Educators) 1 Teaching Observation Experience Paper MSN 722 1 Grading Rubric Form_3_ Teaching Observation Experience Paper MSN 722 (Innovative Teaching Strategies for Nurse Educators) Teaching Observation Experience Paper Presentation of Anaphylactic Shock Submitted to the Faculty of the Department of Nursing College of Applied Medical Sciences King Faisal University Dr. Abeer Othman Mohamed Abdelkader In Partial Fulfillment of the Requirements in the Course MSN 722 – Innovative Teaching Strategies for Nurse Educators Prepared by: Reem Aljubran November, 2023 Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 3 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER Table of Contents Anaphylactic Shock: A Critique Paper 2 Introduction 2 Enthusiasm of the Educator 3 Recommendations for Increasing Engagement and Interaction 3 Clarity and Reinforcement of Terminologies and Terms 5 Topic Assigned/Outline Followed 5 Evidence-Based Resources Integrated 6 Innovative Teaching Strategies Employed 6 Conclusion 8 References: 8 Anaphylactic Shock: A Critique Paper Introduction Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 4 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER Anaphylactic shock is a critical and life-threatening allergic reaction that can occur within minutes of exposure to an allergen, leading to low blood pressure, airway constriction, and breathing difficulties (Larsen et al., 2019). It requires immediate treatment with epinephrine and emergency medical care. Nurse educators play a vital role in teaching and training nurses on how to recognize and manage anaphylactic shock in various settings. . This paper is a critique of a teaching and learning observation of a nurse educator who presented the topic of anaphylactic shock using innovative teaching strategies. The paper will answer the following questions: How will you describe the enthusiasm of the educator during his/her presentation? Do you have any recommendations on how the nurse educator can increase engagement and interaction with the audience? Did the nurse educator clearly discuss terminologies or terms that are difficult to understand? Are critical areas reinforced? Is the topic assigned/outline followed? Did the nurse educator integrate evidence-based resources into the presentation? What are the innovative teaching strategies employed by the nurse educator during the presentation? Did the nurse educator utilize multimedia within the entire teaching presentation? Is there any element of creativity in the presentation? Enthusiasm of the Educator The nurse educator demonstrated a high level of enthusiasm during her presentation. She used a confident and clear voice, maintained eye contact with the audience, and used gestures and facial expressions to convey his/her passion and interest in the topic. She also showed a positive attitude and a Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 5 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER sense of humor, which helped to create a relaxed and engaging atmosphere. The nurse educator expressed her appreciation for the opportunity to share his/her knowledge and experience with the audience and encouraged questions and feedback throughout the presentation. The educator's positive attitude and sense of humor created a relaxed and engaging atmosphere, encouraging audience participation and feedback (Larsen et al., 2019). Recommendations for Increasing Engagement and Interaction Innovative teaching strategies employed by the nurse educator included inquiry-based learning, QR codes for interactive quizzes and polls, problembased learning with a realistic case study, and jigsaw activities to engage the audience and promote critical thinking and collaboration (Larsen et al., 2019). These strategies align with the findings of those who identified 32 teaching strategies to enhance nursing students' engagement, demonstrating the relevance and appropriateness of the educator's approach (Ghasemi et al., 2020). The nurse educator did an excellent job of increasing engagement and interaction with the audience by using various innovative teaching strategies, such as: Inquiry-based learning: The nurse educator posed questions and scenarios to the audience to stimulate their curiosity and critical thinking skills. She also invited the audience to share their own experiences and opinions on the topic and facilitated a lively discussion among the participants. QR codes: The nurse educator used QR codes to provide the audience with quick and easy access to additional resources and information on the topic. She also used QR codes to create interactive quizzes and polls that allowed the audience to test their knowledge and provide feedback on the presentation. Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 6 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER Problem-based learning: The nurse educator presented a realistic and relevant case study of a patient with anaphylactic shock and asked the audience to work in small groups to analyze the situation and propose a solution. She then guided the audience through the steps of the nursing process and the evidence-based guidelines for managing anaphylactic shock. Jigsaws: The nurse educator divided the audience into expert groups and assigned each group a subtopic related to anaphylactic shock, such as causes, symptoms, diagnosis, treatment, and prevention. She then asked each group to research and prepare a presentation on their subtopic using multimedia tools. She then reorganized the audience into mixed groups and asked each group to share their presentations and learn from their peers. Some possible recommendations for further improving engagement and interaction with the audience are: Use more visual aids and examples, such as pictures, videos, diagrams, charts, and graphs, to illustrate the concepts and facts related to anaphylactic shock. Incorporate more active learning activities that involve the audience in doing rather than just listening, such as simulations, role plays, demonstrations, and games. Provide more opportunities for feedback and reflection, such as asking the audience to summarize the main points of the presentation, to identify their strengths and weaknesses, and to set goals for future learning. Clarity and Reinforcement of Terminologies and Terms The nurse educator clearly discussed terminologies and terms that are difficult to understand, such as anaphylaxis, allergen, epinephrine, and hypotension. She defined and explained each term using simple and understandable language and provided examples and analogies to help the audience comprehend and remember them. She also reinforced the critical areas of the Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 7 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER presentation, such as the signs and symptoms, the diagnosis, the treatment, and the prevention of anaphylactic shock, by repeating and summarizing them at the end of each section and the conclusion of the presentation. She also used multimedia tools, such as PowerPoint slides, videos, and QR codes, to highlight and emphasize important information and to enhance the visual appeal of the presentation. This approach aligns with the findings of emphasizing the importance of integrating, analyzing, and presenting information to develop information literacy skills (Larsen et al., 2019). Topic Assigned/Outline Followed The nurse educator followed the topic assigned and the outline provided for the presentation. She covered all the relevant and essential aspects of anaphylactic shock, such as the definition, the causes, the pathophysiology, the risk factors, the complications, the diagnosis, the treatment, and the nursing care plan with the case scenario. She also organized the presentation logically and coherently, using transitions and signposts to guide the audience through the flow of the presentation. She also adhered to the time limit and the objectives of the presentation without deviating from the main focus or adding unnecessary or irrelevant details. This aligns with the study, which highlighted the importance of enhancing understanding of evidence-based practice through undergraduate nurse education (Reid et al., 2017). Evidence-Based Resources Integrated The nurse educator integrated evidence-based resources in the presentation, such as peer-reviewed articles, clinical guidelines, and professional websites. She cited and referenced the sources of information using the APA style and provided the audience with the links and QR codes to access the full-text articles and websites. She also critically appraised and synthesized the Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 8 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER evidence, highlighting the strengths and limitations, the implications and recommendations, and the gaps and controversies of the current research and practice on anaphylactic shock. She also encouraged the audience to consult and use evidence-based resources for their learning and practice. Innovative Teaching Strategies Employed The nurse educator employed several innovative teaching strategies during the presentation, such as inquiry-based learning, QR codes, problem-based learning, and jigsaws. These strategies enhanced the quality and effectiveness of the presentation by: Engaging the audience's interest and curiosity in the topic and motivating them to learn more Promoting the audience's active participation and interaction in the learning process and fostering a collaborative and supportive learning environment Developing the audience's critical thinking, problem-solving, and decisionmaking skills and preparing them for real-world situations and challenges Facilitating the audience's self-directed and lifelong learning and providing them with multiple and diverse sources and methods of learning Catering to the audience's different learning styles and preferences and addressing their individual needs and goals Multimedia Utilized and Creativity Displayed The nurse educator utilized multimedia within the entire teaching presentation and displayed an element of creativity in the presentation. She used various multimedia tools, such as PowerPoint slides, videos, audio clips, images, and animations, to deliver the content and the activities of the presentation. These tools enhanced the presentation by: Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 9 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER Providing visual and auditory stimuli and cues that captured and maintained the audience's attention and memory Illustrating and demonstrating the concepts and facts related to anaphylactic shock in a clear and vivid manner Enriching and diversifying the presentation and making it more appealing and enjoyable Supporting and complementing the verbal communication and reinforcing the key messages of the presentation The nurse educator effectively utilized various multimedia tools, such as PowerPoint slides, videos, and QR codes, to illustrate and demonstrate concepts related to anaphylactic shock, aligning with the findings of, who emphasized the importance of nurses' confidence in changing practice based on research evidence (Saunders et al., 2016). The nurse educator also displayed an element of creativity in the presentation by: Using humor and anecdotes to relate to the audience and to lighten up the mood of the presentation Using metaphors and analogies to simplify and explain complex and abstract ideas and to make connections and comparisons with familiar and relevant examples Using stories and scenarios to create interest and suspense and to stimulate the audience's imagination and emotions Using games and quizzes to challenge and reward the audience and to add fun and excitement to the presentation Conclusion The nurse educator gave an excellent presentation on anaphylactic shock using innovative teaching strategies. She demonstrated enthusiasm, clarity, Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 10 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER organization, evidence, innovation, and creativity in the presentation. She also engaged and interacted with the audience effectively and facilitated their learning and development. The presentation was informative, comprehensive, and enjoyable. The nurse educator can further improve the presentation by using more visual aids and examples, incorporating more active learning activities, and providing more opportunities for feedback and reflection. The presentation was a valuable and inspiring learning experience for the audience and the observer. References: Almaskari, M. and Patterson, B. (2018). Attitudes towards and perceptions regarding the implementation of evidence-based practice among Omani nurses. Sultan Qaboos University Medical Journal [Squmj], 18(3), 344. https://doi.org/10.18295/squmj.2018.18.03.013 Ghasemi, M., Moonaghi, H., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students' engagement in academic and clinical settings: a Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 11 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159 Larsen, C., Terkelsen, A., Carlsen, A., & Kristensen, H. (2019). Methods for teaching evidence-based practice: a scoping review. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1681-0 Raines, D. (2016). A collaborative strategy to bring evidence into practice. Worldviews on Evidence-Based Nursing, 13(3), 253–255. https://doi.org/10.1111/wvn.12155 Reid, J., Briggs, J., Carlisle, S., Scott, D., & Lewis, C. (2017). Enhancing utility and understanding of evidence-based practice through undergraduate nurse education. BMC Nursing, 16(1). https://doi.org/10.1186/s12912-017-0251-1 Saunders, H., Stevens, K., & Vehviläinen‐Julkunen, K. (2016). Nurses' readiness for evidence‐based practice at Finnish university hospitals: a national survey. Journal of Advanced Nursing, 72(8), 1863-1874. https://doi.org/10.1111/jan.12963 Report was generated on Sunday, Nov 26, 2023, 01:51 PM Page 12 of 13 Report: TEACHING OBSERVATION EXPERIENCE PAPER 1. to identify their strengths and weaknesses, and to set goals for future Helping Your Child Prepare for Exams: Tips and Strategies - Mom With Five https://www.momwithfive.com/20 23/04/06/parenting-studenteducation-preparing-exams/ Report was generated on Sunday, Nov 26, 2023, 01:51 PM Originality Page 13 of 13
