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Next, identify ineffective teaching–learning strategies presented in the video, and discuss effective strategies the instructor could have implemented instead to avoid learning difficulties and promote critical thinking and active learning. Incivility and bullying occur in the classroom as well as the clinical environment in a number of ways: 1) Student to student 2) Student to faculty 3) Faculty to faculty 4) Faculty to student Incivility and bullying not only affect the well-being of the people involved, but it also puts patient safety at risk. Post your thoughts on some of the causes of incivility and bullying in the classroom and clinical environments, and suggest approaches that can be used to avoid this type of behavior.

Paper For Above instruction

In educational settings, particularly within nursing education and clinical practice environments, the presence of ineffective teaching-learning strategies can significantly hinder student development, critical thinking, and overall learning outcomes. Analyzing these strategies and understanding how to replace them with more effective methods is essential for fostering a positive learning environment. Furthermore, incivility and bullying—whether student to student, student to faculty, faculty to student, or faculty to faculty—pose serious threats not only to the well-being of individuals involved but also to patient safety. This paper explores ineffective teaching methods, proposes effective alternatives, and examines strategies to prevent incivility and bullying in both classroom and clinical contexts.

Ineffective Teaching-Learning Strategies

One common ineffective teaching strategy is passive learning, where instructors predominantly deliver lectures without engaging students actively. This approach often results in superficial understanding, limited critical thinking, and poor retention of information (Prince, 2004). For instance, reliance solely on didactic lectures neglects active participation which is crucial for higher-order thinking skills. Another ineffective method is overemphasis on memorization rather than application. When students are encouraged merely to memorize content without understanding its practical relevance, they are less capable of applying knowledge in clinical scenarios (Harden & Laidlaw, 2007).

Additionally, neglecting diverse learning styles can impair learner engagement. Teaching methods that favor auditory learners, for example, may disadvantage visual and kinesthetic learners (Fleming & Mills, 1992). Furthermore, underutilizing technology or modern pedagogical tools can limit opportunities for interactive learning. For example, the overuse of traditional lectures without incorporating simulation or multimedia resources diminishes the chances for students to practice critical decision-making in realistic settings.

Effective Alternative Strategies

To enhance learning outcomes, educators could incorporate active learning techniques such as case-based discussions, problem-solving exercises, and simulation-based training. These methods promote critical thinking by encouraging students to analyze, synthesize, and evaluate information in contextually relevant scenarios (Prince, 2004; Cook et al., 2013). For example, simulation in nursing education allows students to practice clinical skills in a safe environment, fostering confidence and competence (Jeffries, 2012). Flipped classrooms, where students review content beforehand and engage in interactive activities during class, have also proven effective in stimulating cognitive engagement (Bishop & Verleger, 2013).

Moreover, fostering an inclusive environment that recognizes diverse learning styles enhances engagement. Incorporating visual aids, hands-on activities, and discussions appeals to different learners and improves comprehension. Additionally, integrating technology such as virtual simulations, online discussion boards, and interactive quizzes can create dynamic and flexible learning experiences. Feedback mechanisms are also vital, as regular formative assessments help identify learning gaps, allowing instructors to tailor their teaching strategies effectively (Nicol & Macfarlane-Dick, 2006).

Addressing Incivility and Bullying

Incivility and bullying in educational and clinical environments are pervasive issues that undermine safety, professional development, and team cohesion. These behaviors manifest in various forms: student to student, student to faculty, faculty to faculty, and faculty to student. The causes are multifaceted: high stress levels, hierarchical structures, lack of clear behavioral expectations, and inadequate emphasis on professional communication often contribute to such misconduct (Clark et al., 2014; Clark et al., 2018).

In the clinical setting, incivility can be fueled by stressful work conditions, hierarchical culture, and burnout, which impair communication and teamwork (Clark et al., 2018). Similarly, in academic settings, competitive environments and unclear boundaries can foster hostility. The consequences extend beyond individual distress; they compromise patient safety by disrupting teamwork, impairing communication, and increasing the risk of errors (Tabak et al., 2017).

Strategies to Prevent Incivility and Bullying

Preventing incivility and bullying requires a comprehensive approach rooted in establishing a culture of respect and professionalism. Implementing clear policies that define unacceptable behaviors and consequences is a foundational step (Clark et al., 2014). Promoting open communication and conflict resolution strategies encourages individuals to address issues proactively before escalation. Regular training sessions on professional behavior, emotional intelligence, and stress management can equip students, faculty, and staff with skills to navigate challenging interactions gracefully (Kelley et al., 2016).

Mentorship programs and peer support networks foster a sense of community and accountability. Encouraging reflective practices helps individuals recognize and modify their behaviors. Leadership plays a vital role in modeling respectful conduct and addressing incidents promptly. Creating safe channels for reporting concerns without fear of retribution is essential to maintaining a healthy environment. Lastly, integrating professionalism and civility into the curriculum reinforces expectations and underscores their importance in clinical practice and academic success (Clark et al., 2014).

Conclusion

Ineffective teaching-learning strategies such as passive learning, memorization without comprehension, and neglect of diverse learning styles hinder student engagement and critical thinking development. Replacing these with active, inclusive, and technologically integrated methods fosters deeper understanding and application of knowledge. Moreover, addressing incivility and bullying by establishing clear policies, promoting respectful communication, and providing ongoing training can significantly reduce their occurrence, thereby enhancing safety and professional growth in both classroom and clinical settings. Cultivating a positive, respectful environment is essential for optimal learning, safe patient care, and the overall integrity of healthcare teams.

References

  • Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, 30(9), 1-18.
  • Clark, P. G., Olson, B. A., Valentine, T., & Hock, K. (2014). Promoting civility in nursing education. Nursing Education Perspectives, 35(4), 236-242.
  • Clark, P. G., Olsen, B. A., Valentine, T., & Hock, K. (2018). Addressing civility and incivility in health professions education. American Journal of Nursing, 118(7), 44-50.
  • Cook, D. A., Erwin, P. J., & Triola, M. M. (2013). Computerized virtual patients in health professions education: A systematic review and meta-analysis. Academic Medicine, 88(3), 377-382.
  • Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137–155.
  • Harden, R. M., & Laidlaw, J. M. (2007). Essential Skills for a Medical Teacher. Elsevier Churchill Livingstone.
  • Jeffries, P. R. (2012). Simulation in nursing education: From conceptualization to evaluation. National League for Nursing.
  • Kelley, L., Owens, D., & Usevich, K. (2016). Fostering professional behavior in nursing students. Journal of Nursing Education, 55(8), 445-447.
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  • Tabak, N., McLaughlin, K. A., & Braun, K. L. (2017). Incivility and lateral violence in nursing workplaces. Ojin: The Peer-reviewed Journal of Nursing Science, 22(2).

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