Now that we have reviewed some of the basic ideas behind Bruner's Theory of Cognitive Growth, lets take a look at how I applied them to a teaching lesson I presented to first semester nursing students at a local community college.
I work part time at a local community college for an Associate Degree Nursing Program. One of my jobs is to assist first semester students with dosage and calculations so that they can pass the mandatory exam that they have to take to continue in the program. The students must pass the clinical math exam making at least a 91% by the end of their first semester. There is not a specific class that covers dosage and calculations, but rather self-study modules that the students complete each week. The practice test and and final exam are given during their clinical time by their clinical instructor.
During my time helping first semester students study, I have noticed that they often have trouble grasping the idea of dosage and calculations. Most of these students have never even heard of dimensional analysis and are use to the ratio to proportion method. Because I felt that introducing these students to dimentional analysis could help them understand dosage and calculations better, I approached the nursing program director and asked if I could have some time to teach a class over this method. She agreed, and I began to review the content of the math exam that would be administered to the students towards the end of the semester. This was the information that I used to prepare the lesson that I would review with the students.
I was given 60 minutes to teach 32 first semester students during their skills lab time. The students ranged from recent high school graduates to students in their late fifties. Basic content of the presentation included: the mathematical foundation of dimensional analysis, application of dimensional analysis, five practice problems, the six rights of medication administration, and information regarding understanding drug labels.
I work part time at a local community college for an Associate Degree Nursing Program. One of my jobs is to assist first semester students with dosage and calculations so that they can pass the mandatory exam that they have to take to continue in the program. The students must pass the clinical math exam making at least a 91% by the end of their first semester. There is not a specific class that covers dosage and calculations, but rather self-study modules that the students complete each week. The practice test and and final exam are given during their clinical time by their clinical instructor.
During my time helping first semester students study, I have noticed that they often have trouble grasping the idea of dosage and calculations. Most of these students have never even heard of dimensional analysis and are use to the ratio to proportion method. Because I felt that introducing these students to dimentional analysis could help them understand dosage and calculations better, I approached the nursing program director and asked if I could have some time to teach a class over this method. She agreed, and I began to review the content of the math exam that would be administered to the students towards the end of the semester. This was the information that I used to prepare the lesson that I would review with the students.
I was given 60 minutes to teach 32 first semester students during their skills lab time. The students ranged from recent high school graduates to students in their late fifties. Basic content of the presentation included: the mathematical foundation of dimensional analysis, application of dimensional analysis, five practice problems, the six rights of medication administration, and information regarding understanding drug labels.