25 Tips to Transform Your Teaching

  1. Have students create a medication administration mind map, then play hot potato of three checks and six rights to reinforce knowledge.
  2. Use YouTube clips to practice assessment, identify sound judgment, and begin bioethical decision-making discussions.
  3. Mix things up in the classroom with student-written and acted medication commercials.
  4. Compare and contrast what students experience in the clinical area versus what they read about in research.
  5. Ask students to complete conceptual care maps in class with case studies to analyze and synthesize patient data.
  6. Try teaching acid-base balance with LEGO® bricks and a balance bar.
  7. Introduce your class to O2 Bingo. Create bingo boards with oxygenation terms (think oximetry, CPAP, hypoxia), then ask students questions and have them mark the answer on their boards.
  8. Have students develop patient teaching pamphlets that include websites patients can visit for more information.
  9. Incorporate unfolding case studies into your teaching that reveal more information as class progresses. Have handheld software on hand to look up labs, medications, and nursing diagnoses.
  10. Draw people with the characteristics of specific disease processes that students should observe during assessment.
  11. Use blindfolds and earplugs for sensory deprivation experiential learning, and then have students share their feelings.
  12. Play “name that personal care item.” Number and set personal care items, like a fracture pan, on a table. Hold up one item at a time and have students write down what they think the item is.
  13. Show students various types of wraps with ACE™ bandages and Kerlix™ bandage rolls, and then separate them into small groups. The first group to perform a sequence of wraps neatly and properly is the ACE™ wrap relay winner.
  14. Have students present a clinical patient for whom they cared for and identify best practices, the information they had to look up, and what they would have done the same or differently.
  15. Ask students to write and present NCLEX® exam-style questions, in groups or individually, on the class topic and explain rationales for right and wrong answers.
  16. Create group flashcards with ABG problems.
  17. Gather public health statistical data on government sites for the geographic areas in which students live and identify community concerns, contributing factors, and community leaders or organizations with whom to collaborate.
  18. Apply QSEN competencies to different phases of perioperative nursing.
  19. Simulate patient care simulations from faculty experience and have students try to problem solve.
  20. Write 10 words that come to mind when a specific concept is mentioned as a starting point for any topic.
  21. Reflect on patient care experiences and learning according to prelicensure QSEN competencies.
  22. Have students develop teaching plans for case study patients with an emphasis on developmental level and specific situations.
  23. Ask students to create crossword puzzles of key terms.
  24. Have students present multiple medications used for treatment of specific diseases and explain their similarities and differences, desired and adverse side effects, and why one would be preferred over another.
  25. Promote discussion with an ungraded multiple-choice pre-quiz/post-quiz on a daily topic.

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