Experiential Teaching Strategies Research Articles

Teaching Interreligious Spiritual Care

ABSTRACT How can spiritual care faculty and clinical pastoral educators (CPE) help students integrate knowledge, capacities, and skills for practicing interreligious spiritual care? The newly adopted learning outcomes in CPE teach students specialized knowledge about spiritual care. Knowledge is then put into practice at the second level of learning in CPE. Using many of these CPE learning outcomes in graduate school spiritual care courses standardizes clinical learning across graduate degree programs and CPE units for students seeking ordination/endorsement as religious leaders and chaplains. I describe and illustrate experiential teaching strategies using the CPE learning outcomes most relevant for teaching spiritual care in graduate courses, to do with self-care, interreligious respect, interreligious listening, and self-reflexivity. I demonstrate how online discussion forums offer unique opportunities for qualitatively assessing how students are integrating knowledge and demonstrating interpersonal skills needed for interreligious spiritual care.

Dewey의 ‘하나의 경험’에 기초한 사례기반학습의 교수전략 탐색

Objectives In this study, in order to overcome the difficulties learners experience in the case-based learning process, an effective teaching strategy was explored based on Dewey's concept and philosophy of ‘an experience’.
 Methods First, the difficulties learners experience in a CBL curriculum were traced through in-depth interviews and participation observations. Second, in light of Dewey's concept of ‘an experience’, the learning experiences required for effective CBL were identified according to six types. Finally, based on one type of experiential teaching strategy and the main points of each type of teaching strategy, the teaching strategy of case-based learning was explored.
 Results An experience teaching strategy for effective case-based learning was presented in six types according to the characteristics of ‘an experience’. To reduce the difficulties experienced by learners of CBL and to enable effective CBL by linking acquired knowledge and theory to practice, teaching strategies for CBL and specific guidelines based on Dewey's ‘an experience’ were drawn.
 Conclusions Based on a comprehensive understanding and practical approach that integrates theory and practice for CBL, this study provides implications for how a teacher utilizing CBL can facilitate effective learning in light of ‘an experience’.

Application of Experiential Teaching in Space Design Teaching

Space design teaching is a highly applied and comprehensive discipline, which emphasizes students' direct experience of what they have learned. Through experiential teaching, students can directly experience and find problems, and solve them effectively in practice. Compared with traditional theoretical teaching, it has very obvious advantages. Nowadays, with the continuous optimization of educational concepts and teaching hardware in colleges and universities, experiential teaching has begun to be popularized in the teaching of space design, and has achieved some teaching results. This paper will discuss this aspect and explore the experiential teaching strategy based on the actual situation.

Perceived Value of Teaching and Learning Curriculum Programs Among Pharmacy Practice Department Chairs

Objective. To determine the perceived value that pharmacy practice department chairs ascribe to pharmacy faculty candidates having completed a teaching and learning curriculum (TLC) program and related activities.Methods. An 18-item survey instrument was created that was intended to capture the overall impressions of pharmacy practice chairs regarding the value of TLC programs, relative importance compared to other accomplishments (eg, residency completion, board certification), and importance of specific activities. Following pilot testing and establishment of intra-rater reliability, invitations to complete the electronic survey instrument were sent to pharmacy practice chairs (or their equivalent) at accredited Doctor of Pharmacy (PharmD) programs in the United States.Results. Of the 127 pharmacy practice chairs invited, 53 completed the survey (response rate of 41.7%). The majority of respondents held a PharmD degree (90.6%), had been in their role of chair for zero to five years (60.4%), and represented a private institution (54.7%). The majority of respondents who answered the question (32 of 49) felt it was very important or important (16.3% and 49.0%, respectively) that teaching experiences be completed within a formal teaching and learning curriculum program. These programs were believed to be most important for candidates with less than five years of professional experience. Teaching and learning curriculum programs were not deemed to be more important than other accomplishments by most responders. The perceived most important TLC program activities were instruction on didactic and experiential teaching strategies, and experience developing learning objectives, developing examination items, evaluating examination results, and facilitating case conferences or practice laboratory activities.Conclusion. Teaching and learning curriculum programs may provide the foundational experiences needed for pharmacy graduates to stand out among other candidates, although department chairs' perceptions of the value of teaching and learning curriculum experiences varied.

Effect of Experiential Teaching Strategy on Senior Secondary School Students’ Retention and Self-efficacy in Physics in Ondo, Nigeria

Effect of Experiential Teaching Strategy on Senior Secondary School Students’ Retention and Self-efficacy in Physics in Ondo, Nigeria

Teaching systemic concepts through reality television

Learning specific systems theory concepts can be challenging for marriage and family therapy students and trainees due to the abstract nature of these concepts. Experiential teaching strategies, such as using reality television programmes in the classroom, can help students to learn and apply these concepts. Because of the familiarity many students have with reality television, this medium can lessen the barriers to engagement that can arise from other forms of media. In this article, we discuss how to incorporate reality television shows into the classroom as one way to increase engagement and learning of systemic concepts, specifically those related to structural family therapy. We discuss a way to teach systems theory based on reality television either through an in‐class activity or assessment of learning. We also consider the ethical concerns about using such media in family therapy training. We conclude with tips for facilitators and student feedback.Practitioner points Systemic concepts can be abstract and difficult for MFT trainees to understand Experiential learning can provide opportunities for deeper learning through application Integrating reality television into MFT training can be an accessible and enjoyable way for trainees to deepen their learning of systems concepts Using reality television in teaching, both to demonstrate concepts and assess learning, can improve students’ understanding and application of systems concepts

Autopsy Observation as Experiential Learning for Nurse Practitioner Students in an Online Advanced Pathophysiology Course.

Many instructional classrooms now exist in the online environment, where it is difficult to integrate experiential teaching strategies. Autopsy-based education has been shown to be a valuable teaching tool for pathophysiology in a medical school curriculum. There is a gap in the literature about the use of an autopsy observation in nurse practitioner (NP) education. The purpose of this project was to develop and evaluate the effectiveness of an autopsy experience for NP students in an online advanced pathophysiology course. Based on a review of course evaluations and reflective essays, the majority of students found this to be a valuable learning experience. The main barrier was locating a facility and scheduling the autopsy observation. The benefits outweigh the barriers to providing experiential learning with an autopsy observation in an online pathophysiology course. As such, it should be considered in similar course offerings.

Experiential strategies and learning in environmental education: lessons from a teacher training college in Tanzania

ABSTRACTThe teaching of environmental topics is still the main challenge. In this paper we discuss how student teachers learning of experiential teaching strategies influenced their teaching of EE in primary schools in Tanzania. Student teachers learning to use tree-planting as example of outdoor learning for the teaching of environmental topics were the main sources of data. The first author collected data by interview and participant observation and then transcribed and organized the data as part of the analysis process. The results revealed that the student teachers teaching of environmental topics were active and particptory. We discuss the results in line with the quality of facilitation process. The study demonstrates the potential of experiential learning strategies in promoting actions related to environmental sustainability among student teachers and hopefully, their future students and the wider community.

An examination of the effectiveness of Readers’ Theatre as a teaching strategy in legal education

ABSTRACTThe effectiveness of the case method of legal education in preparing for the practice of law has been questioned for more than a century. Students are encouraged to conceive conflict in a manner that often does not provide adequate context for the application of their personal perceptions of justice. A resulting criticism of the case method, then, is that it fails to adequately teach students how to act “with ethical substance” in the professional circumstances for which they are being prepared. As a means of addressing this perceived gap, North American law schools have been increasing their use of experiential education methods. In this paper, the utility of Readers’ Theatre (RT) is examined as an experiential teaching strategy to expose law students to the interpersonal and ethical dynamics of legal problem-solving communications.

UNDERGRADUATE NURSING STUDENTS’ EXPERIENCES CARING FOR PATIENTS WITH ALZHEIMER'S DISEASE AFTER BEING PREPARED WITH SIMULATION: A PHENOMENOLOGICAL APPROACH

As people with Alzheimer's gradually lose their ability to find words, express thoughts and follow conversations, they also have more difficulty understanding others. Communication changes during the middle stages include trouble finding the right word, repeating questions, losing the train of thought, reverting to a native language and relying on nonverbal communication. The middle stages of Alzheimer's are typically the longest and can last for many years. As dementia progresses, the person with Alzheimer's will require a greater level of care (Middle-StageCaregiving,2017). The care of the patient with AD, especially in the moderate stage (middle-stage) of the illness, requires an expertise, as care needs are changing, and is the disease stage most nursing students may encounter in a clinical rotation. Simulation in nursing education is used as an experiential teaching strategy, with high fidelity mannequins, as a means for nursing students to experience clinical situations in a safe environment before experiencing the situation in a real clinical setting. Studies have demonstrated that simulations that focus on care of older adults can lead to improved clinical judgment and empathy among nursing students. Much of the research focusing on gerontological education includes studies detailing negative student attitudes toward older adults and the effects of curriculum and learning activities on attitudes (Gutheil, Chernesky, & Sheratt, 2006; Holroyd, Dahlke, Fehr, Jung, & Hunter, 2009; Koh, 2012; McLafferty & Morrison, 2004; Scerri & Scerri, 2013). The purpose of this study was to describe the meaning of experiences of senior nursing students who have cared for patients with AD during their clinical rotations one year after they experienced a simulation during their laboratory rotation, junior year. Design and Philosophy: This study used Colaizzi's (1978) method of descriptive phenomenology which is based on Edmund Husserl's philosophy of phenomenology. Sample: Purposive sampling was used to ensure nursing students who had this experience are chosen. The sample criteria of three was chosen as part of this assignment. Themes: Utilizing Colazzi's (1978) method of data analysis, 55 significant statements emerged from transcribed interviews of the nursing student's experiences caring for a patient with AD after being prepared with simulation.

EFFECTIVENESS OF EXPERIENTIAL TEACHING STRATEGY ON STUDENTS' ACHIEVEMENT AND SCORING LEVELS IN SENIOR SECONDARY SCHOOL PHYSICS

This study investigated the effectiveness of Experiential Teaching Strategy (ETS) on students' achievement and scoring levels in senior secondary school physics. The study adopted the pretest, posttest, non-randomized control group quasi-experimental design. Simple random sampling technique was used to select two schools used for the study. Two research questions were raised to guide the study. Also, two null hypothesis were formulated and tested for acceptance or rejection at 0.05 significance level. The sample used for the study was ninety five (95) senior secondary two (SS2) physics students randomly selected from the two schools in Akure, Ondo State, Nigeria. The study made use of Physics Achievement Test (PAT) with internal consistency of 0.82 using Kuder Richardson Formular 21. The data collected were analysed using descriptive statistics, t-test and Analysis of Covariance (ANCOVA). Finding of the study showed that Experiential Teaching Strategy (ETS) had significant effect on physics student’s achievement (t-cal = 3.572, p = 0.000) and scoring level (F (2, 38) = 16.025 at p = 0.000) in the concepts of Optics in physics. The findings also showed that the high scorers benefitted most from the treatment followed by the average and low scoring students. The study concluded that teachers should be encouraged to adopt the use of Experiential Teaching Strategy in teaching the concept of Optics in physics in order to improve student’s achievement in the subject. Article visualizations:

Experiential Teaching Increases Medication Calculation Accuracy Among Baccalaureate Nursing Students.

Safe medication administration is an international goal. Calculation errors cause patient harm despite education. The research purpose was to evaluate the effectiveness of an experiential teaching strategy to reduce errors in a sample of 78 baccalaureate nursing students at a Northeastern college. A pretest-posttest design with random assignment into equal-sized groups was used. The experiential strategy was more effective than the traditional method (t = -0.312, df = 37, p = .004, 95% CI) with a reduction in calculation errors. Evaluations of error type and teaching strategies are indicated to facilitate course and program changes.

Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students

ObjectivesTo compare the quality of communication and behavioral change skills among dietetic students having two nutrition encounters with either a real patient or a standardized patient in the simulation laboratory at Drexel University, Philadelphia, PA, United States. MethodsA retrospective analysis of video recordings (n=138) containing nutrition encounters of dietetic students (n=75) meeting with a standardized patient (SP) or a real patient (RP). Trained raters evaluated communication skills with the 28 item Calgary Cambridge Observation Guide (CCOG) and skills promoting behavior change using the 11 item Behavior Change Counseling Index (BECCI) tool. ResultsUsing the CCOG, there was a significantly greater mean score in the SP group for the category of “Gathering Information” in encounter one (p=0.020). There were good to excellent ratings in all categories of the CCOG and the BECCI scores for the SP and the RP groups at both encounters. There was no significant differences in change scores from encounter one to encounter two between groups. ConclusionsEncounters with SPs and RPs are both effective strategies for dietetic students to demonstrate their communication and behavior change skills. Practice implicationsUtilizing SPs is an effective experiential strategy for nutrition counseling curricula.

International Immersion in Belize: Fostering Counseling Students’ Cultural Self-Awareness

International cultural immersion provides an in vivo, authentic, cross-cultural experience that can enhance multicultural awareness, knowledge and skills. This article examines the impact of an international immersion on graduate counseling students’ cultural self-awareness using a qualitative approach. Five graduate counseling students participated in a 3-week study abroad in Belize where they interacted with persons from diverse cultural backgrounds and settings. Four major cultural self-awareness themes emerged from the analysis of participants’ journals, (a) discrimination and prejudice, (b) cultural pride and appreciation, (c) cultural sensitivity, and (d) self-awareness. The findings are presented along with implications for future research and the use of international immersion as a viable experiential teaching strategy to enhance counseling students’ cultural self-awareness.

Ahead of the game: the use of gaming to enhance knowledge of psychopharmacology.

Experiential teaching strategies have the potential to more effectively help students with critical thinking than traditional lecture formats. Gaming is an experiential teaching-learning strategy that reinforces teamwork, interaction, and enjoyment and introduces the element of play. Two Bachelor of Science in Nursing students and a clinical instructor created a Jeopardy!(®)-style game to enhance understanding of psychopharmacology, foster student engagement in the learning process, and promote student enjoyment during clinical postconference. The current article evaluates the utility, relevance, and effectiveness of gaming using a Jeopardy!(®)-style format for the psychiatric clinical setting. Students identified the strengths of this learning activity as increased awareness of knowledge deficits, as well as the reinforcement of existing knowledge and the value of teamwork.

Racism in nursing education: a reflective journey

This article discusses the personal and professional journey of discovery experienced by a nurse lecturer as a result of engagement in a project exploring the impact of racism in the nursing classroom. The findings of the study demonstrated the existence and complexity of racism, the impact of racism on student learning, the limitations of lecturers in recognizing and addressing racism and organizational factors which perpetuate institutional racism. The authors describe the insight gained from the research process and how this has influenced the practice of the first author and how reflection and mentorship by the second author have challenged personal ethnocentricity, encouraged new ways of thinking, enhanced confidence and encouraged experiential teaching strategies. The article highlights the ways in which nurse lecturers might become culturally competent and in particular addressing issues of racism in the classroom and enabling learning which is applicable in practice.

Assessing and Teaching Competence

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more effective than their 3 to 4-year degree per se in delivering communication instruction, but certain business fields (e.g., actuarial science) felt this more strongly than others (e.g., information systems). The implications are that expert tuition is essential and that a customized, more nuanced approach will ensure greater job literacy. Experiential teaching strategies that encourage student voice; workshop diversity; real-life scenarios; and supportive, scaffolding marking interventions will further consolidate skills development. In particular, communication teachers need to work with students and other stakeholders to deepen understanding of computer-mediated communications (CMC) and the expanded needs of a multicultural global society.

Self-directed and student-centred learning in nurse education: 2.

Based on a study of student nurses' expectations at the start of their Project 2000 training, this article, the second of two, argues for the need to develop a new approach to self-directed learning. Termed the cooperative model, it places emphasis on tutors providing initial direction and leadership so that students can gradually develop the skills needed to become self-directed. This requires the use of pedagogical approaches which recognize the value of didactic as well as experiential teaching strategies. The characteristics of the cooperative model, which is located within the continuum of self-directed learning suggested by D'A Slevin and Lavery (1991), are outlined.

A critical experiential teaching strategy: student and faculty participation in an AIDS walk.

A critical experiential teaching strategy: student and faculty participation in an AIDS walk.

Incorporating Race and Gender into the Curriculum

This paper describes a course designed to prepare dual MSW/MPH program students and other students in schools of social work and public health to take active roles in promoting social change to improve the health status of women and people of color. The course embodies the belief that the curriculum must be transformed in fundamental ways, so that non-dominant groups are the central focus. Didactic and experiential teaching strategies are described, and barriers to teaching content about race and gender are addressed.