Abstract

*Ibrahim M., Yalwa, T., Ahmad, S., Shehu, A. and Anyebe E. E.

ABSTRACT

Nursing profession has been facing barriers and challenges to learning and teaching particularly in the field of nursing practice and education. To facilitate teaching and learning, nurse-tutors hold the responsibility of providing current educational innovations in order to meet up with professional standard and competencies of feature nurses. Although, several approaches to facilitating learning and teaching exist, but incorporating reflective and evidence-based nursing practice in teaching process is till limited. The study is aimed to facilitate teaching and learning by exposing the student-teacher to in-corporate reflective and evidence-based practice during planning, delivery and evaluation of one-hour teaching session on bone fracture. Demonstration and discussion methods have been used whilst exploring evidence based and comprehensive reflection during planning and delivery of teaching of 30 undergraduate students? nurses. Lesson plan has been used to guide the planning, delivery and evaluation of the teaching. The study is underpinned with professional guidelines, policies, learning theories (cognitive, behavioural, constructivist and humanistic), inter-professional issues, systematic search and literatures. The strengths and weaknesses of learning theories, large and small group teaching, teaching plan, methods and strategies as well as other factors facilitating learning and teaching have been explored. Result shows that a cognitive learning theory is a powerful tool to facilitating learning and teaching as deep learning rather than surface learning occurs. In essence, during deep learning, students retained what they have learned into their cognitive structures and apply them later in their daily practices. That justifies why other learning theories contrary to cognitive theories were not emphasized due to their weaknesses.