Career clue: an interactive teaching strategy to introduce beginning students to the nursing profession

An assignment incorporating active learning, computerized technology, and contact with RNs or Real Nurses was created to educate, enthuse, and heighten the awareness of nursing students about the world of nursing that exists beyond the classroom walls. Students gather information about an assigned f...

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Bibliographic Details
Published in:The Journal of nursing education 2010-02, Vol.49 (2), p.105-106
Main Author: Lever, Kathryn Ann
Format: Article
Language:English
Subjects:
Active Learning
Career Choice
Careers
Classrooms
Clinical medicine
Creative Teaching
Distance learning
Education, Nursing, Baccalaureate - methods
Educational Background
Educational Strategies
Elective Courses
Electronic Learning
Feedback
Guidelines
Humans
Interactive learning
Internet
Job Skills
Learner Engagement
Learning Strategies
Literature Reviews
Mentors
Nurses
Nursing
Nursing Education
Nursing Students
Online Systems
Peers
Problem-Based Learning - methods
Specialties, Nursing
Students
Teachers
Teaching Methods
Citations: Items that this one cites
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Description
Summary:An assignment incorporating active learning, computerized technology, and contact with RNs or Real Nurses was created to educate, enthuse, and heighten the awareness of nursing students about the world of nursing that exists beyond the classroom walls. Students gather information about an assigned field of nursing and share findings with classmates by giving clues about their mystery careers related to educational background, practice location, clientele, responsibilities, rewards, and challenges associated with the area of practice. Access to Web sites, RN e-mails, and guidelines are provided via an online Blackboard(®) learning system. Students benefit by gaining experience in the use of different types of computerized technology while being educated about the extensive career options available in nursing. The Career Clue assignment is a creative teaching strategy that has been used since 2003 and has consistently received positive feedback from students.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20091022-04