At least 125 words each and 1 scholarly reference within last 5 years for each
Post 1
The article, The Effectiveness of Peer Learning in Undergraduate Nursing Students: A Metanalysis, was chosen to describe the effectiveness of peer learning in nursing student’s education. A key point identified is that learning strategies have a positive effect on affective or cognitive outcomes rather than psychomotor outcomes (Choi et al., 2021). The research showed that the role of a peer with similar skills and experiences improved the nursing skills outcomes with the affective and cognitive domains (Choi et al., 2021). Also described by Choi et al. (2021), peer learning with the affective domain is an effective strategy to reduce anxiety and stress about clinical practice in a nonthreatening environment.
As a future clinical instructor, I believe that peer learning with social interaction and collaboration can contribute to learning. On my unit yesterday, I observed an instructor-led debriefing with five students. I enjoyed listening to the guided discussion where students reflected on their experiences on the mother/baby unit. The article highlights that nurse educators need to incorporate various teaching strategies while implementing theory so that learning methods are effective.
Post 2
Understanding the importance of the affective domain of learning is imperative for educators as it involves how a person is behaviorally. Like Dr. Wright stated, it includes how an individual responds to situations and their ability to learn. I believe this includes the motivation to learn new things. As educators, we must evaluate our students’ and find ways to keep them engaged so they can learn. I’d like to add that the levels in the affective domain includes internalizing values, organization, valuing, responding to phenomena, and receiving phenomena (Clark, 2015). These levels require that the student is willing to listen, and actively participates in their learning. We cannot carry the burden for the students. It is up to them to take the responsibility to learn from what we teach. I’d like to add that in the valuing level, Clark (2015) included the importance of committing oneself to the change. This could include to an object, phenomenon, or behavior (Clark, 2015). It is easier to learn something when we make it worth our time. For example, I am making the effort to learning about the various domains of learning because I understand it will impact my future students. If I did not want to be an educator, I may not place any value on these pieces of information.
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