Evidence Based Teaching Strategies

The old emergency room practice consisted of several flaws from the inability to accommodate patients in the case of an emergency, degraded patient care condition and a burden on physicians. In case of a terrorist attack, natural disaster, or pandemic the emergency department would be incapable of handling a surge in demand for medical services and attention that would accompany it. (Morgan et al. , 2015) According to the projections, there are high chances that scores of up to millions would die from the outbreak of pandemic flu. Within two weeks of a moderate epidemic, the hospital would not stand a chance in meeting the demand for beds necessary to accommodate the patient demand. It is important for each objective of the lessons being taught to be clear, therefore the instructor should avoid pointing out the lesson goals at the end of the given experience (National League for Nursing, 2005).

The most crucial aspect of pointing out the lesson goals is that it provides both the instructors and the students to focus every part of the lesson on the most important components. Another evidence-based teaching practice is the use of the show and tell teaching strategy. The show and tell learning approaches utilise the clear goals an instructor would have set at the end of every lesson (Chang & Levin, 2014). As soon as the learners are concentrated on a specific aspect per lesson, the instructor will not just speak about the information throughout the experience but also illustrate using models or videos or even practically what the staff members are expected to have learnt. The Planned Change Theory The outcome of a planned change is due to the coordination of a well thought out and intentional effort to make something take place.

For a proposed shift, it is due to the application of skills and knowledge by the leader of the organisation. Refreezing, movement, and refreezing are the three crucial steps of the planned change process. In the unfreezing stage, the manager gathers information and data regarding the old emergency room practices (Luiking, Aarts, Bras, Grypdonck, & Van Linge, 2017). The managers then analyse the data to determine the necessity of the proposed changes. The managers should continuously update the financial organisation on the increasing benefits of improving the various aspects of the emergency department to overcome their resistance to the change. The refreezing stage is the final stage of the change process and therefore involves the change agent helping the organization adopt to the proposed changes (Luiking, Aarts, Bras, Grypdonck, & Van Linge, 2017).

Possible Challenges It is a proven fact that instructors in the medical industry value the opinions of the colleagues regarding how useful research is as compared to the conventional methods of measuring research quality (Winters & Echeverri, 2012). Unfortunately, just labelling a specific set of research attributes as coming from a randomised study does not improve how the learners will view the research. When the learner is biased about the practices, they chose to share it translates to inadequate information relayed to the learner and thus hindering the targeted change to the emergency department. Another benefit of internet formed groups is that it allows the shy students to engage more in the discussions due to a particular aspect of anonymity. Such students are more confident about expressing themselves online than in a face to face setting.

The most important issue of the online group discussions is that it is flexible enough to avail various options for learners to exchange information. The options available include; video conferencing and chat rooms. Another manner in which information technology is incorporated includes the use of audio-visual techniques in the presentation of information. References Chang, A. , & Levin, R. Tactics for teaching evidence-based practice: Improving self-efficacy in finding and appraising evidence in a master's evidence-based practice unit. Worldviews on Evidence-Based Nursing, 11(4), 266–269. English, R. , Grypdonck, M. , & Van Linge, R. Planned change or emergent change implementation approach and nurses' professional clinical autonomy. Nursing in Critical Care, 22(6), 372-381. Morgan, D. New York: NY: Author. Winters, C. , & Echeverri, R. Academic education. Teaching strategies to support evidence-based Practice.