An Alphabetical Mnemonic Teaching Strategy for Constructing Nursing Care Plans

• Published in: The Journal of nursing education 2015-01, Vol.54 (1), p.57-59
• Main Authors: El Hussein, Mohamed Toufic, Jakubec, Sonya L
• Format: Article
• Language: English
• Subjects: Cues; Curriculum; Education, Nursing; Humans; Intracranial Hypertension - nursing; Learner Engagement; Learning; Learning Activities; Learning Processes; Nursing; Nursing education; Patient Care Planning; Retention (Psychology); Teaching; Teaching Methods
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20141224-03

The strategy of mnemonics has long been used as an aid to learning biology, physiology, pathophysiology, and health assessment in nursing. An application of an alphabetical mnemonics strategy to teaching and learning nursing processes and constructing care plans has been explored for patients with increased intracranial pressure (ICP), hepatic failure, and chronic renal failure. A specific application of this strategy for teaching care planning for patients with ICP is described. Student feedback appears to be positive, and reviews of the teaching–learning experience have received approval in students’ evaluation of instruction. The mnemonics strategy presented has the potential for applicability and transferability to other areas of nursing care planning and other course contexts. [The strategy of mnemonics has long been used as an aid to learning biology, physiology, pathophysiology, and health assessment in nursing. An application of an alphabetical mnemonics strategy to teaching and learning nursing processes and constructing care plans has been explored for patients with increased intracranial pressure (ICP), hepatic failure, and chronic renal failure. A specific application of this strategy for teaching care planning for patients with ICP is described. Student feedback appears to be positive, and reviews of the teaching–learning experience have received approval in students’ evaluation of instruction. The mnemonics strategy presented has the potential for applicability and transferability to other areas of nursing care planning and other course contexts. [ J Nurs Educ . 2015;54(1):57–59.]