Nursing is both a theoretical and practical subject. Additionally, nursing students come from various working and cultural backgrounds which make them present with different abilities. Thus, it is imperative that a nurse educator embraces the various learning styles available as a way of capturing the different needs of the students. As a nurse educator, I can promote classroom learning environment by encouraging reciprocity, cooperation among the students, and active learning (Gaberson, Oermann, & Shellenbarger, 2015). Since the nursing students have a wealth of knowledge owing to their diverse backgrounds, whether cultural or working, they have the potential of transforming the learning environment into positive and effective. In my teaching, I will require them to share experiences in class as a way of enhancing learning, to have teamwork so that they can help their friends to better understand the concepts, and have peer tutoring programs as a way of encouraging active learning. As a nurse educator, I will also undertake to teach in the clinical environment as a way of improving or rather nurturing the student's skills. Here, I will encourage role playing as a way of helping students gain practical experience (Billings & Halstead, 2012). I will require my students to continuously perform a process in the clinical arena so as to improve their prowess. At this point, I will recognize and respect the various talents that nursing students possess. In this case, I will have the students widely perfect the activities that they appear to succeed in at the clinical level but also help them improve on the activities that they do not show many talents. Thus, as a nurse educator, I will embrace the use of multiple methods in learning.
In my view, there lies a big danger for a nurse educator to allow his or her students to use their preferred learning styles because they will risk being complacent. Instead, nurse educator should not only encourage, but they should also help nursing students embrace multiple learning techniques as a way of improving their diverse skills. That way, nurses will better handle different conditions that are presented to them at ease.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th Ed.). Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Publication.
