Educator Series: Didactic and Clinical Instruction-PDF -- Didactic and Clinical Instruction: Part 3

PDF -- Didactic and Clinical Instruction: Part 3

Pdf Summary

In the document, the focus is on addressing the needs of adult learners in 21st-century education, particularly in the field of nurse anesthesiology. It highlights the importance of understanding adult learners' needs, such as relevance, practical application, motivation, and clear content organization. The document emphasizes the advantages of online learning, including flexibility, cost-effectiveness, and increased access to education, but also acknowledges challenges like cheating and technical skills. Furthermore, it discusses the future applications of instructional technology, competency-based education, evidence-based practice, and simulation instruction.<br /><br />In the context of being an effective clinical instructor, the document outlines traits and elements of constructive feedback that are essential. It stresses the need for clinical instructors to possess characteristics such as accessibility, empathy, and flexibility while providing specific, timely, and actionable feedback. Moreover, it emphasizes the significance of aligning feedback with learning objectives and creating a safe environment for discussion.<br /><br />The document also delves into the importance of integrating all three domains of learning - cognitive, affective, and psychomotor - into teaching practices to prepare healthcare professionals effectively. Furthermore, it discusses the role of simulation in nurse anesthesiology education, emphasizing deliberate practice, integrating technology, ethics, and technical expertise. Lastly, it underlines the critical role of educators in promoting evidence-based practice, fostering continuous learning, and addressing the evolving healthcare landscape.

Keywords

adult learners

nurse anesthesiology

online learning

instructional technology

competency-based education

simulation instruction

clinical instructor

constructive feedback

domains of learning

evidence-based practice