The interviewee is from Emory University, Atlanta in United States who is currently supervising and advising students and conducting clinical research in epidemiology. Her role as a nurse professor is to keep up with the nursing needs and revise programs accordingly. She has a specialization in epidemiology and public health and teaches nursing students in the university. She also conducts conferences and instructs nursing classes that make them pursue career in their chosen expertise.
A1. The nursing curriculum in epidemiology is challenging and as a nurse professor, one has to keep updated with the curriculum changes. It is important to demonstrate the willingness and ability to keep the current research and changes in epidemiology in the instructions. I believe that if a teacher is well prepared in the subject matter, the impact and performance is positive in the classroom. Evidence-based practice is the strength of the nursing curriculum that supports efficient teaching as well as learning. It uses integration of best research methods combined with clinical expertise that help nursing students learn and get adapted before integrating it in their clinical practice (Melnyk et al., 2014).
A2. Skills test assessment and objective knowledge is the assessment methods for learning needs in students (Azizi-Fini, Hajibagheri & Adib-Hajbaghery, 2015). This is the highest level of proficiency test that help to assess the strengths and weaknesses of the students in the epidemiology and public health subject depending upon the marks scored by them. Low proficiency scores assess the learning needs or weaknesses that require improvement in certain topics for the students. This assessment is useful as curriculum can be modified and changes in teaching style that accommodate the learning needs of the students in the classroom (Bremner et al., 2014).
A3. Formative program evaluation is being employed to evaluate the students’ learning in the expertise where it determines the level of understanding and knowledge at various stages in the classroom. It is quite helpful for me as it make me aware of the specific difficulties of individual students in my classroom based on further teaching. It helps me to diagnose the strength and weakness of students and plan suggestions for remedial purposes. Through this evaluation, learning needs are encouraged so that students achieve success (Lewallen, 2015).
A4. The teaching style is outcomes based teaching and learning (OBTL) that is not focused on what I am intended to teach, rather emphasize on the outcome from learner of that teaching that I intended to teach. This teaching style is concerned with the curriculum designing that ensures delivery, contents, activities and assessments are aligned with students learning attaining specific learning outcomes. This teaching style is best as it facilitates to achieve the learning outcomes of the curriculum. It is also aimed at best learning for the students (Yusoff et al., 2014).
A5. The philosophy behind teaching is adult learning theory. In this theory, students are involved in the planning and evaluation of their own instruction. They try to learn from their mistakes providing basis for learning activities. As adult students are interested in teach subjects that provide immediate relevance and impact their profession, this theory is the philosophy behind teaching. Adult learning is problem- centred which is the main principle behind this theory (Curran, 2014).
A6. Visual and aural learning style is the best. Aural learning style is effective as it helps to retain information more effectively among students. Another advantage of this learning style is that students hold onto the information that they hear. Visual learning style is also effective as it help students to recall learned things easily and quickly that they have seen before. There is easier time in understanding and processing of information (Knoll et al., 2017).
The teaching and learning styles are important for a nurse educator as it helps them to promote and integrate better from theory to practice. From the interview, I analysed that by recognizing the learning style of the nursing students, it will be beneficial for me to integrate them in my teaching process. In my future, I will be able to remove barriers to learning, engage the adult learners through facilitation and providing them a learning environment so that they are better adapted to learning, and pursue career in their respective expertise. It will also be helpful fr me to motivate myself and nursing students to work towards professional development and integrate them in their clinical practice. This will also give an opportunity for me to be open to feedback and incorporate changes in my teaching style and curriculum.
Azizi-Fini, I., Hajibagheri, A., & Adib-Hajbaghery, M. (2015). Critical thinking skills in nursing students: a comparison between freshmen and senior students. Nursing and midwifery studies, 4(1).
Bremner, M. N., Blake, B. J., Long, J. M., & Yanosky, D. J. (2014). Setting a Benchmark for the Test of Essential Academic Skills (TEAS) V: Striving for First-Semester Success in Nursing School. Journal of Nursing Education, 53(9), 537-540.
Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer. The Journal of Continuing Education in Nursing, 45(5), 233-240.
Knoll, A. R., Otani, H., Skeel, R. L., & Van Horn, K. R. (2017). Learning style, judgements of learning, and learning of verbal and visual information. British Journal of Psychology, 108(3), 544-563.
Lewallen, L. P. (2015). Practical strategies for nursing education program evaluation. Journal of Professional Nursing, 31(2), 133-140.
Melnyk, B. M., Gallagher?Ford, L., Long, L. E., & Fineout?Overholt, E. (2014). The establishment of evidence?based practice competencies for practicing registered nurses and advanced practice nurses in real?world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence?Based Nursing, 11(1), 5-15.
Yusoff, Y. M., Fuaad, N. F. A., Yasin, R. B. M., & Mohd, N. (2014, January). Achievement of Program Outcomes in outcome based education implementation-A-Meta-Analysis. In Proceedings of the 2014 International Conference on Inddustrial Engineering and Operational Management (pp. 1739-1749).