TEACHING STRATEGIES PLAN

Evidence Based Practice: Level 3 Competency

NAME OF LEARNING
ACTIVITY

Comparison charts

Learning Activity
Summary

Students are divided into small groups (max of 4 per group)

and are asked to create an electronic comparison chart to
compare two types of candy or other snacks. This is facilitated
by providing students with small amounts of the snacks to be
compared. Students are encouraged to find electronic
resources (such as ingredient lists) in addition to personal
opinion. After the groups create comparison charts, the charts
are shared with the class. If there is time, charts may be
combined to create a master comparison chart. Students return
to small groups to create an electronic comparison chart to
compare evidence based practice and evidence informed
practice. Students are encouraged to use nursing books,
articles, and reputable websites as resources. Groups share
electronic charts with the class. A master comparison chart is
developed in class by synthesizing the lists.

Domain of Learning Cognitive (identify level): Analyzing

(Blooms Taxonomy
Affective: N/A
Revised)
Psychomotor: N/A
Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s) effectively compare evidence based practice with evidence
informed practice.
Preparation Required Develop a comprehensive comparison chart of evidence based
by Teacher/Facilitator and practice and evidence informed practice. Purchase snacks or
Materials Needed
candy for initial comparison chart (increases enjoyment and
enthusiasm). Students to bring laptops to class. Computer
screen projector required to show electronic charts.
Time Allotted

Initial comparison chart- 10 minutes; share with class- 10

minutes; second comparison chart- 15 minutes; share with

class- 10 minutes; synthesis of comparison chart- 10 minutes.

Learning Styles
Addressed by Activity

Collaborative, visual, auditory, interactive

How is content connected Use of candy or snacks as initial activity to assist with
to prior learning?
comparison of two similar topics.
Reflective Debriefing
with Learners (postlearning activity) How will
it be accomplished?

End of class debriefing, discussion question, reflective

journaling

Evaluation of Learning Final comparison chart and discussion question responses

(How will it be
show good understanding of and differentiation between two
accomplished?)
topics.
Teacher Reflection
Adding an element of fun can increase active participation,
(justify choice of learning enthusiasm, and material retention. Collaboration to develop a
activity and good fit for
master comparison chart will ensure nothing is omitted.
the identified learning
Instructor can interject anything missing as well.
objectives)