Teaching Strategies Plan

TEACHING STRATEGIES PLAN
Raise Your Hand: Understanding the Definition of

Evidence Based Practice (EBP)
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
The learner will be asked to describe what they think EBP

learning is each explanation will be written on the board and
numbered. They will then be asked to raise their hands in
relation to which number for definition they agree with.
Groups will be formed based on these numbers, and students
will further form definitions to support the main definition.
Cognitive (identify level): Understanding and comprehension
Domain of Learning Affective: Receiving and responding to phenomena, valuing

(Blooms Taxonomy
Revised)
Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s) Interpret the definition of Evidence Based Practice
(Cognitive).
Incorporation of all discussion to formulate definition
(Affective).
Preparation Required Designed to be incorporated into lecture. Dry erase board and
by Teacher/Facilitator and
dry erase markers in varying colors needed.
Materials Needed
Time Allotted
Learning Styles
Addressed by Activity
5 minutes to formulate definitions; 2 minutes to form groups;

20 minutes for post discussion
Sight, visual, active, verbal, reflective, holistic, sound
How is content connected Prior knowledge in nursing interventions and health care
to prior learning?
concerns related to EBP
Reflective Debriefing
with Learners (post-
Debriefing is completed by instructor giving text definition,

with the inclusion of the classes formed definition and
learning activity) How will

it be accomplished?
importance of its application to the nursing profession.
Evaluation of Learning
(How will it be
accomplished?)
Learning evaluated during discussion and class input.
Teacher Reflection
Incorporation into lecture to emphasize the importance of EBP

research into clinical setting. The definition is broadened and
(justify choice of learning
better understood and student is able to recall definition.
activity and good fit for
the identified learning
objectives)

Paper Towel Idea: Students List Ideas to Search
Database for Related Evidence Based Practice Articles
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
The learner will be asked to take a sheet from paper towel role,
list their ideas (one per sheet), and to unroll the towels as their
ideas evolve. Good for brainstorming ideas.
Cognitive (identify level): Understanding, comprehension,
application, analysis, synthesis, evaluation
Domain of Learning
(Blooms Taxonomy
Affective: Receiving and responding to phenomena, valuing,
Revised)
organizing, characterization
Student-Centered
Learning Objective(s) Brainstorm and develop ideas in health care related to EBP
(Cognitive).
Incorporation of all ideas to form research topic (Affective).
Preparation Required Designed to develop research ideas. One roll of paper towel for
by Teacher/Facilitator and each group or paired group, and marker for each group to write
Materials Needed
down ideas.
Time Allotted
Learning Styles
10 minutes to formulate ideas; 20-30 minutes to develop

presentation ideas related to formulated ideas
Sight, visual, active, verbal, reflective, holistic, sound
How is content connected Prior knowledge in health care concerns related to EBP
to prior learning?
Debriefing is completed by instructor reviewing ideas for
with Learners (postpresentation assisting students in narrowing down to broad
ideas.
it be accomplished?
Evaluation of Learning Learning evaluated during brainstorming and formulation of
(How will it be
ideas.
accomplished?)
Teacher Reflection
Incorporation into lecture to allow student opportunity to

develop research ideas for future presentation.

objectives)

Group Research Critique: Teach Different Aspects of
a Research Article
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
The learner will be asked to critique a research article. The

learner will learn the different aspects of a research article,
critiquing the article using a specified format from text, and
discuss the positive and negative aspects of the article as a
group.
application, analysis, synthesis, and evaluation
Domain of Learning
(Blooms Taxonomy
Revised)

organizing, and characterizing
Psychomotor: Manipulation
Student-Centered
Learning Objective(s) Understand the critiquing of research articles (Cognitive).
Analyzing and critiquing research articles and their validity
using specified format (Affective, Psychomotor).
Preparation Required Designed to be incorporated into lecture. Using a critiquing
by Teacher/Facilitator and format found in most nursing research text one that meets
Materials Needed
the needs of the group and the level of detail required for the
assignment. A research article appropriate for the class.
Time Allotted
Learning Styles
30 minutes to lecture and review critiquing of article; 20

minutes for post discussion
Sight, visual, active, verbal, reflective, holistic, sound, text,
reflective
to prior learning?
with Learners (postlearning activity) How will
it be accomplished?
Debriefing is completed by instructor giving explanation of

critiquing exercise and providing examples and practice
material to the class.
(How will it be
accomplished?)
Teacher Reflection
Incorporation into lecture to teach how to analyze and critique

EBP articles using specified format.

objectives)

Research Corners: Enhances Knowledge of Content,
Reinforcing Need for Research
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
The learner will be asked to relate findings to current nursing

practice. Students will provide research idea, abstracts, and/or
summaries related to current nursing practice.
Domain of Learning
(Blooms Taxonomy
Revised)
organizing and characterizing
Psychomotor: Manipulation and Precision
Student-Centered
Learning Objective(s) Summarize research and develop research ideas (Cognitive).
Incorporation of research ideas and provide a summary to
post with nursing research (Affective, Psychomotor).
Preparation Required Designed to be incorporated into lecture. Bulletin board for
by Teacher/Facilitator and paper posting or website for electronic web based posting
Materials Needed
which will allow entire class to view.
Time Allotted
Learning Styles
5 minutes to provide background and instruction; 2 minutes to

form groups; 30 minutes for summarizing and to post
discussion
reflective, sequential
to prior learning?
concerns related to EBP and critiquing/analyzing articles
Reflective Debriefing Debriefing is completed by instructor reviewing summaries and
with Learners (postfacilitating discussion.
it be accomplished?
Evaluation of
Learning (How will it be
accomplished?)
Teacher Reflection

research into clinical setting. Summarizing article and
providing feedback from class related to research topic.
objectives)

Clinical Area Questioning: Investigates What is
Known
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
The learner will analyze and critique an article related to a

topic and determines its validity and need in the clinical area.
Domain of Learning
(Blooms Taxonomy
Revised)
Student-Centered
Learning Objective(s) Review the article to determine its relevance to the clinical
setting (Cognitive).
Summarizing article (Affective).
Preparation Required Designed to be incorporated into lecture. Curiosity related to
clinical topic, article related to clinical topic.
Materials Needed
Time Allotted
5 minutes to present to class; 10 minutes to review article; 20

minutes for post discussion of articles relevance
Learning Styles

reflective
to prior learning?
Reflective Debriefing Debriefing is completed by instructor and discussion with class
with Learners (postwith regards to relevance to clinical setting.
it be accomplished?
(How will it be
accomplished?)
Teacher Reflection

research into clinical setting. Students develop understanding
and importance of EBP in clinical area.
objectives)

NAME OF LEARNING
ACTIVITY
Clinical Application of Findings: Article Related to

Practice
Learning Activity
Summary
The learner will be asked to find a research article that applies

to their personal area of nursing practice (current clinical
setting). Evaluate the merit of the article, and the emphasis
will be on the critiquing of the article, and its use in the clinical
setting.
Domain of Learning
(Blooms Taxonomy
Revised)

Psychomotor: Manipulation, and precision
Student-Centered
Learning Objective(s) Understand the need to appraise research prior to its
implementation (Cognitive).
Incorporation to change nursing practice (Affective,
Psychomotor).
Preparation Required
Designed to be incorporated into lecture. Predesigned
by Teacher/Facilitator and questions with a strong foundation in EBP related to nursing
Materials Needed
interventions. Have students research and bring article with
them to class
Time Allotted
Learning Styles
5 minutes to explain class; 2 minutes to hand out questions

associated with nursing interventions and EBP; 10 minutes to
review article; and 15 minutes to review questions and
application for post discussion
Sight, visual, active, verbal, reflective, holistic, sound,
reflective, sequential, text
to prior learning?
with Learners (postlearning activity) How will
it be accomplished?
Debriefing is completed by instructor and application of

article.
(How will it be
accomplished?)
Teacher Reflection

research in clinical setting.

objectives)

NAME OF LEARNING
ACTIVITY
Learning Activity
Summary
Poster Session: Summarizing in Written Paper

Articles and Application to Clinical Environment
The learner will be asked to create a poster based on research
article reflecting a practice issue. Prepares the student for
professional and scholarly presentations.
Domain of Learning
(Blooms Taxonomy
Revised)
Psychomotor: Manipulation, Precision, and articulation
Student-Centered
Learning Objective(s) Critique article and develop power point slides (Cognitive,
Affective).
Incorporation of all discussion to formulate power point
slides and poster for presentation (Affective, Psychomotor).
Preparation Required
Materials Needed
Designed to be incorporated into lecture. Poster boards,

construction paper, creativity. Use of power point
Time Allotted
5 minutes to provide instructions; 2 minutes to form groups; 45

minutes to present poster boards
Learning Styles

sequential
to prior learning?
Reflective Debriefing Debriefing is completed by instructor reviewing poster boards
with Learners (postat time of presentation based on specific grading rubric and
evaluation tool.
it be accomplished?
(How will it be
accomplished?)
Learning evaluated during presentation.
Teacher Reflection

research and its use in the clinical setting.

objectives)

NAME OF LEARNING
ACTIVITY
Mock Studies: Students Work Individually with

Faculty on Literature Review
Learning Activity
Summary
The learner will be asked to form a case study based on poster

presentation. Review of other articles associated with topic
and apply nursing interventions appropriately.
Domain of Learning
(Blooms Taxonomy
Revised)
Psychomotor: Manipulation
Student-Centered
Learning Objective(s) Analyze article related to case study (Cognitive, Affective).
Develop mock case study related to poster presentation and
review new articles (Affective, Psychomotor).
Preparation Required Designed to be incorporated into lecture. Created mock case
study, and new articles related to spin off from poster
Materials Needed
presentation.
Time Allotted
20 minutes to formulate mock case study; 15 minutes to
discuss case study and review new articles

Learning Styles
Sight, visual, active, verbal, reflective, holistic, sound, text
to prior learning?
Reflective Debriefing Debriefing is completed by instructor reflecting on case study
with Learners (postand associated articles.
it be accomplished?
(How will it be
accomplished?)
Teacher Reflection

research into clinical setting.

objectives)

Teaching Strategies Plan

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Teaching Strategies Plan

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TEACHING STRATEGIES PLAN

Raise Your Hand: Understanding the Definition of

The learner will be asked to describe what they think EBP

Domain of Learning Affective: Receiving and responding to phenomena, valuing

5 minutes to formulate definitions; 2 minutes to form groups;

Debriefing is completed by instructor giving text definition,

learning activity) How will

importance of its application to the nursing profession.

Learning evaluated during discussion and class input.

Incorporation into lecture to emphasize the importance of EBP