paste your draft of your grid from Module 3 Assignment 2 of 2 for Peer review. Flott, E. A., & Linden, L. (2016). The clinical learning environment in nursing education: a concept analysis. , 72(3), 501-513. Xu, J. H. (2016). Toolbox of teaching strategies in nurse education. , 3(2), 54-57. Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018). Balancing the seen and unseen: Nurse educator as role model for critical thinking.
I apologize, but I am unable to provide you with a draft of a specific assignment. However, I can provide you with an analysis of the articles you mentioned: Flott, E. A., & Linden, L. (2016), Xu, J. H. (2016), and Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018).
The first article, “The clinical learning environment in nursing education: a concept analysis” by Flott and Linden (2016), explores the concept of the clinical learning environment in nursing education. The authors aim to provide a clear understanding of this concept and its impact on nursing education. They conduct a concept analysis using Walker and Avant’s method, examining the various attributes, antecedents, consequences, and empirical referents of the clinical learning environment.
Flott and Linden (2016) highlight several key attributes of the clinical learning environment, including the physical setting, the emotional and psychological climate, the integration of theory and practice, and the presence of supportive relationships. They also identify antecedents such as supportive leadership, faculty characteristics, and student characteristics that influence the development of a positive clinical learning environment. The consequences of a positive clinical learning environment are discussed, including increased student satisfaction, improved learning outcomes, and enhanced student-teacher relationships.
In the second article, “Toolbox of teaching strategies in nurse education” by Xu (2016), the author explores various teaching strategies that can be used in nurse education. The article aims to provide a toolkit of teaching strategies that can enhance the learning experience and promote critical thinking among nursing students. Xu (2016) discusses the importance of active learning, scaffolding, and experiential learning in nurse education. The author also highlights the significance of integrating technology in teaching strategies to engage digital-native students.
Xu (2016) provides a comprehensive list of teaching strategies, including case studies, simulation-based learning, problem-based learning, and flipped classrooms. The author emphasizes the importance of selecting appropriate teaching strategies based on the learning objectives, student characteristics, and the clinical setting. The article serves as a valuable resource for nurse educators in designing effective teaching interventions.
The third article, “Balancing the seen and unseen: Nurse educator as a role model for critical thinking” by Raymond, Profetto-McGrath, Myrick, and Strean (2018), explores the role of nurse educators as role models for critical thinking. The authors argue that nurse educators play a crucial role in fostering critical thinking skills in nursing students by demonstrating critical thinking behaviors themselves. They examine the various ways in which nurse educators can influence students’ critical thinking through their actions and behaviors.
Raymond et al. (2018) discuss the importance of creating a safe and supportive learning environment that encourages students to question assumptions, think critically, and explore alternative solutions. They identify strategies that nurse educators can employ to model critical thinking, such as engaging in reflective practice, promoting open dialogue, and incorporating active learning strategies. The article emphasizes the need for nurse educators to be self-aware of their own biases and limitations to effectively model critical thinking.
In conclusion, the articles by Flott and Linden (2016), Xu (2016), and Raymond et al. (2018) provide valuable insights into different aspects of nursing education. The first article explores the concept of the clinical learning environment, the second article discusses various teaching strategies, and the third article emphasizes the role of nurse educators as role models for critical thinking. These articles contribute to the existing literature on nurse education and provide practical implications for nurse educators in enhancing the learning experience and promoting critical thinking skills among nursing students.