Bradshaw and Hultquist (2017) explain that the purpose of small group activities such as discussion is to enable students to develop responsibility for one’s own learning progress, develop interpersonal skills, and to enable students to become more aware of their own emotional reactions and moral standings. In addition, it teaches students how to listen, to provide and receive feedback, to learn how to respect others distinctive views and expertise, enhances communication and collaboration, encourages teamwork, and helps students learn about other’s roles and skill sets (Bradshaw and Hultquist, 2017).
Advantages of small group discussions include increasing student interest, teamwork ability, retention of knowledge and skills, enhances the …show more content…
After allowing time for students to discuss in small groups, I would then ask that they share out with the entire class, which enables us to hear different viewpoints and definitions in addition to identifying areas of higher application as well as recognizing knowledge deficits. After this initial share out, I would lecture and reaffirm correct information in addition to filling in gaps of missing information. After assuring that students have a basic understanding of childhood constipation, I would ask them to discuss in small groups what assessments they would make as nurses to identify constipation, what serious complications can arise or what life-threatening signs and symptoms they would look for, and what interventions and treatments they could use to treat the different types of constipation. I would also ask students to apply their knowledge regarding constipation to higher level questions such as how they would change their assessments and interventions when caring for an infant or small child who cannot verbalize symptoms and what to do when a parent does not believe the diagnosis of constipation. Another method that I have used is to have each of the small groups create questions through discussion regarding application of the information. This often times can …show more content…
As previously stated, I currently use this strategy often. However, I will continue to learn about this teaching strategy and how to enhance this practice for my students.
References
Benlulu, R. (2017). Pros and cons of classroom group discussion. Owlcation. Retrieved from https://owlcation.com/academia/Pros-and-Cons-of-Whole-Group-Classroom-Discussion
Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions. (7th ed.). Burlington, MA: Jones & Bartlett Learning.
Bruce, J.S., Bruce C. S., Short, H., & Paul, S. P. (2016). Childhood constipation: recognition, management and the role of the nurse. British Journal of Nursing, 25(22), 1231-1242. doi: 10.12968/bjon.2016.25.22.1231
McCance, K. L., & Huether, S. E. (2014). Pathophysiology: The biologic basis for disease in adults and children. (7th ed.). St.Louis: Elsevier.
Meo, S. A. (2013). Basic steps in establishing effective small group teaching sessions in medical schools. Pakistan Journal of Medical Sciences, 29(4), 1071–1076. Retrieved from
Advantages of small group discussions include increasing student interest, teamwork ability, retention of knowledge and skills, enhances the …show more content…
After allowing time for students to discuss in small groups, I would then ask that they share out with the entire class, which enables us to hear different viewpoints and definitions in addition to identifying areas of higher application as well as recognizing knowledge deficits. After this initial share out, I would lecture and reaffirm correct information in addition to filling in gaps of missing information. After assuring that students have a basic understanding of childhood constipation, I would ask them to discuss in small groups what assessments they would make as nurses to identify constipation, what serious complications can arise or what life-threatening signs and symptoms they would look for, and what interventions and treatments they could use to treat the different types of constipation. I would also ask students to apply their knowledge regarding constipation to higher level questions such as how they would change their assessments and interventions when caring for an infant or small child who cannot verbalize symptoms and what to do when a parent does not believe the diagnosis of constipation. Another method that I have used is to have each of the small groups create questions through discussion regarding application of the information. This often times can …show more content…
As previously stated, I currently use this strategy often. However, I will continue to learn about this teaching strategy and how to enhance this practice for my students.
References
Benlulu, R. (2017). Pros and cons of classroom group discussion. Owlcation. Retrieved from https://owlcation.com/academia/Pros-and-Cons-of-Whole-Group-Classroom-Discussion
Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions. (7th ed.). Burlington, MA: Jones & Bartlett Learning.
Bruce, J.S., Bruce C. S., Short, H., & Paul, S. P. (2016). Childhood constipation: recognition, management and the role of the nurse. British Journal of Nursing, 25(22), 1231-1242. doi: 10.12968/bjon.2016.25.22.1231
McCance, K. L., & Huether, S. E. (2014). Pathophysiology: The biologic basis for disease in adults and children. (7th ed.). St.Louis: Elsevier.
Meo, S. A. (2013). Basic steps in establishing effective small group teaching sessions in medical schools. Pakistan Journal of Medical Sciences, 29(4), 1071–1076. Retrieved from