Introduction
Creating clear and concise instructions that learners could follow is a critical part of a framework for promoting education among nurses. Furthermore, due to the promotion of cross-disciplinary communication, one will have to make instructions accessible to all participants and make the learning process effective in the multidisciplinary environment. Thus, one will have to select the approaches that foster the active processing of new data, as well as the skill of compromising and resolving emergent conflicts fast. Since the learning strategies that nurses will have to follow will embrace the ideas of working under significant pressure, it will be critical to introduce the delivery strategies that will focus on promoting the acquisition of the respective skills.
Three Instructional Learning Strategies
Practicing the nursing language should be seen as a crucial instructional learning strategy (ILS) that swill need to be applied to the learning context. The specified approach will allow teaching the target demographic about the critical methods of information sharing and transfer. The knowledge of the nursing language will advance the quality of care through a more effective data management process. Therefore, the proposed strategy should be seen as a critical part of nursing education.
The promotion of inclusive caring is another step toward improved care. Students should be aware of the methods of expanding their range of nursing techniques and address the needs of diverse groups, especially the ones that are typically deemed as vulnerable. For this purpose, the adoption of a learning strategy based on inclusive caring should be regarded as an important step. The specified ILS will assist students in understanding the needs of the target population. It is also critical to use visual items that help illustrate a specific point or explain a certain process to students. Thus, the use of visuals is the third ILS that an educator should incorporate into the learning process. The resulting rise in the levels of understanding among students will justify the selection of the specified tools.
Three Appropriate Learning Strategies
In addition to being given crucial information about handling nursing responsibilities, students will require the learning strategies (LS) that will help them acquire new knowledge easily and train the recently developed abilities successfully. Furthermore, given the necessity for a nurse to develop new skills regularly, it will be important for students to have lifelong learning skills as well. For this purpose, an educator should promote the LS of need-based learning (Qalehsari, Khaghanizadeh, & Ebadi, 2017). The specified tool will allow maintaining the levels of motivation among students high, which will be crucial in developing lifelong learning skills.
Moreover, the use of collaborative learning as the LS that will foster the active professional growth among nurses should be addressed. The proposed LS will entail the gradual acquisition of new skills in nurses, which justifies its choice and application fully. Furthermore, since confrontations and conflicts are frequent among nurses and physicians in the interdisciplinary setting, nurses will need to adopt the LS that will help them develop flexibility and negotiation skills for handling the specified issues (Patterson et al., 2017).
Finally, learning management should be treated as an important lS that will ultimately lead to an improvement in the quality of nursing care. BY deploying the specified technique, an educator will enable students to create their own self-assessment technique and build the platform for the future self-directed learning process (Patterson et al., 2017). Thus, students will be provided with the tools that will encourage them to be self-sufficient in their education and acquire new competencies as they face new challenges.
Instructional Message for the Content
When considering the information that the selected strategies will help to deliver, one should keep in mind that nurses are likely to find the exchange in the target setting very difficult due to the pressure of responsibility, tome, and the amount of data. Therefore, the key instructional message that the strategies in question should send to nurses should be primarily motivational. Thus, nurses will be encouraged to acquire new skills and seek new ways of learning information that will help them cater to patients’ needs more effectively.
Learning Objective: Two Delivery Strategies
Seeing that the promotion of cross-disciplinary collaboration among nurses is seen as the primary objective of the program, the application of the service-learning approach is the key delivery strategy that will allow for a successful education. The concept of the service-learning approach implies turning the learning process into an interactive and dynamic experience, during which students will have to address simulations of real-life cases.
The specified tool will help the target demographic develop an understanding of what the real-life setting of the nursing process resembles. Furthermore, the proposed approach will enable students to develop flexibility in managing nursing tasks, as well as assist them in collaborating within a group of diverse experts.
Another delivery strategy that will help nurses to build competencies required for cross-disciplinary collaboration is the use of e-learning. Online teaching tools provide an educator with extensive opportunities for creating simulations and tasks that nurses can perform in tandem. As a result, opportunities for training cooperation abilities and knowledge transfer from one participant to another can be facilitated.
The specified technique will inform nurses about the significance of building lifelong learning skills, as well as the scenarios that they may face in the context of the actual nursing process. Furthermore, the students will receive important information about conflict management strategies that they can use to reduce the threat of misunderstandings within an interdisciplinary setting (Clarke, Bourn, Skoufalos, Beck, & Castillo, 2017). Therefore, the selected approaches should be regarded as important starting points for prompting cross-disciplinary collaboration in the nursing environment.
Instructional Context: Two Delivery Strategies
From the instructional perspective, a nursing instructor will have to focus on communicating with learners closely in order to ensure that they have a proper understanding of the significance of cooperation. For this reason, one should consider using case studies to provide the instructional context to students. The rationale for deploying the specified approach in teaching nurses about interdisciplinary cooperation is the opportunity to introduce learners to the real-life setting of nursing care.
A case study offers the simulation experience that will inform learners about the challenges that they may experience when collaborating with healthcare experts from other areas (Obizoba. 2015). Particularly, the use of a case study will display the significance of embracing a vast array of patient-related factors and eliciting crucial data from physicians as important participants of the cross-disciplinary dialogue.
Another instructional context that one should consider when teaching nurses about the challenges of interdisciplinary collaboration is the use of actual simulations. The specified tool can be integrated into the e-learning framework mentioned above. Thus, nurses will develop a profound sense of the roles and responsibilities that they will have to accept in the specified setting, as well as the challenges that they will have to face (Obizoba. 2015). The simulations, in turn, will prepare nurses for the specified issues and help them to use the available technology to improve communication and collaboration under the pressure of time and other circumstances.
Instructional Strategies: Two Delivery Strategies
Apart from providing nurses with the setting in which they will be inclined toward learning new information and skills, one will have to develop the platform for them to build the future inquiry and receive the impetus for learning. Therefore, instructional tools that empower nurses to cooperate in a multidisciplinary environment will have to be devised. In order to ensure that nurses learn about the significance of cross-disciplinary cooperation as the means of improving nursing care, one should introduce the instructional strategies based on the creation of an online learning community (Wyer et al., 2015).
The specified framework will encourage students to develop skills for knowledge sharing and efficient communication. With the help of e-learning, one will create a very strong community where its participants will be supportive of each other. Consequently, students will create tools for managing vast amounts of data and emergent misconceptions, which will be very helpful in an interdisciplinary setting.
Furthermore, one should consider deploying the strategy rooted in the use of collaborative teaching. The specified strategy will become the platform for cooperation and effective communication in the cross-disciplinary setting (Wyer et al., 2015). With the adoption of collaborative teaching techniques in the learning environment, one will encourage the active growth of learners. The participants of the educational process will receive the impetus for integrating the latest advances in nursing into the target set in order to deliver the acre of the highest quality to vulnerable groups. As a result, a significant rise in the overall efficacy of care will be observed in the selected setting.
Conclusion
In order to ensure that nurses can meet the challenging environment of multidisciplinary cooperation, one will have to ensure that the instructional and learning strategies utilized for educating nurses address cognitive, behavioral, and affective domains of learning. Thus, the target population can acquire the skills that will help them process new data, manage misunderstandings in a timely fashion, and design appropriate solutions to the emergent problems.
Therefore, the learning and delivery strategies to be utilized in the course of the learning process will prompt a behavioral change in students and a shift in their perspective, teaching them to adopt interdisciplinary nursing skills and approach the needs of diverse audiences.
Nurses need to acquire the skills that will allow them to communicate in an interdisciplinary environment. Particularly, the tools for avoiding and managing conflicts in the nursing setting will have to be developed. Because of the time pressure and the need to avoid medical errors in the process of administering care to patients, nurses working in a cross-disciplinary setting will have to use all available strategies for collaborating in a team. Consequently, nurses have to be taught the essential principles of establishing a rapport with team members, handling confrontations, and surviving stressful situations. With the adoption of the instructional strategies listed above, one will be able to prepare nurses for the described challenges.
References
Clarke, J. L., Bourn, S., Skoufalos, A., Beck, E. H., & Castillo, D. J. (2017). An innovative approach to health care delivery for patients with chronic conditions. Population Health Management, 20(1), 23-30. Web.
Qalehsari, M. Q., Khaghanizadeh, M., & Ebadi, A. (2017). Lifelong learning strategies in nursing: A systematic review. Electronic Physician, 9(10), 5541-5550. Web.
Obizoba, C. (2016). Effective facilitation methods for online teaching. International Journal of Higher Education Management, 2(2), 1-11.
Patterson, C., Stephens, M., Chiang, V., Price, A. M., Work, F., & Snelgrove-Clarke, E. (2017). The significance of personal learning environments (PLEs) in nursing education: extending current conceptualizations. Nurse Education Today, 48, 99-105. Web.
Wyer, P. C., Umscheid, C. A., Wright, S., Silva, S. A., & Lang, E. (2015). Teaching evidence assimilation for collaborative health care (TEACH) 2009–2014: building evidence-based capacity within health care provider organizations. eGEMs, 3(2), 1165-1177. Web.