Report: Interview with a Nurse Professor on Teaching Methods

This report is based on an interview with a nurse professor from Emory University, specializing in epidemiology and public health. The interview explores the strengths of the nursing curriculum, assessment methods for student learning needs, and the use of formative program evaluation. The professor discusses their outcomes-based teaching style, rooted in adult learning theory, emphasizing the importance of visual and aural learning styles. The interviewee highlights the need to adapt to curriculum changes and integrate evidence-based practices. The report concludes with an analysis of how recognizing student learning styles can improve teaching practices and facilitate professional development. The interview covers topics such as curriculum development, teaching strategies, adult learning, and the importance of adapting to the changing needs of nursing education. The professor's insights offer valuable perspectives for educators and students alike, highlighting the significance of effective teaching and learning methodologies in the field of nursing.

Running head: INTERVIEW
Interview
Name of the Student
Name of the University
Author note

1INTERVIEW
Q1. As a nurse professor, what do you think is the areas of strength in your teaching
curriculum?
Q2. How do you assess the learning needs of the nursing students in your teaching area?
Q3. What strategy you use to evaluate students’ learning in your expertise?
Q4. What is your teaching style that can enhance learning among students?
Q5. What is the philosophy behind your teaching method that can enhance communication
and effective learning by students?
Q6. What do you think is the best learning style among adults?
The interviewee is from Emory University, Atlanta in United States who is currently
supervising and advising students and conducting clinical research in epidemiology. Her role as a
nurse professor is to keep up with the nursing needs and revise programs accordingly. She has a
specialization in epidemiology and public health and teaches nursing students in the university.
She also conducts conferences and instructs nursing classes that make them pursue career in their
chosen expertise.
A1. The nursing curriculum in epidemiology is challenging and as a nurse professor, one has to
keep updated with the curriculum changes. It is important to demonstrate the willingness and
ability to keep the current research and changes in epidemiology in the instructions. I believe that
if a teacher is well prepared in the subject matter, the impact and performance is positive in the
classroom. Evidence-based practice is the strength of the nursing curriculum that supports
efficient teaching as well as learning. It uses integration of best research methods combined with

2INTERVIEW
clinical expertise that help nursing students learn and get adapted before integrating it in their
clinical practice (Melnyk et al., 2014).
A2. Skills test assessment and objective knowledge is the assessment methods for learning needs
in students (Azizi-Fini, Hajibagheri & Adib-Hajbaghery, 2015). This is the highest level of
proficiency test that help to assess the strengths and weaknesses of the students in the
epidemiology and public health subject depending upon the marks scored by them. Low
proficiency scores assess the learning needs or weaknesses that require improvement in certain
topics for the students. This assessment is useful as curriculum can be modified and changes in
teaching style that accommodate the learning needs of the students in the classroom (Bremner et
al., 2014).
A3. Formative program evaluation is being employed to evaluate the students’ learning in the
expertise where it determines the level of understanding and knowledge at various stages in the
classroom. It is quite helpful for me as it make me aware of the specific difficulties of individual
students in my classroom based on further teaching. It helps me to diagnose the strength and
weakness of students and plan suggestions for remedial purposes. Through this evaluation,
learning needs are encouraged so that students achieve success (Lewallen, 2015).
A4. The teaching style is outcomes based teaching and learning (OBTL) that is not focused on
what I am intended to teach, rather emphasize on the outcome from learner of that teaching that I
intended to teach. This teaching style is concerned with the curriculum designing that ensures
delivery, contents, activities and assessments are aligned with students learning attaining specific
learning outcomes. This teaching style is best as it facilitates to achieve the learning outcomes of
the curriculum. It is also aimed at best learning for the students (Yusoff et al., 2014).

3INTERVIEW
A5. The philosophy behind teaching is adult learning theory. In this theory, students are involved
in the planning and evaluation of their own instruction. They try to learn from their mistakes
providing basis for learning activities. As adult students are interested in teach subjects that
provide immediate relevance and impact their profession, this theory is the philosophy behind
teaching. Adult learning is problem- centred which is the main principle behind this theory
(Curran, 2014).
A6. Visual and aural learning style is the best. Aural learning style is effective as it helps to
retain information more effectively among students. Another advantage of this learning style is
that students hold onto the information that they hear. Visual learning style is also effective as it
help students to recall learned things easily and quickly that they have seen before. There is
easier time in understanding and processing of information (Knoll et al., 2017).
The teaching and learning styles are important for a nurse educator as it helps them to
promote and integrate better from theory to practice. From the interview, I analysed that by
recognizing the learning style of the nursing students, it will be beneficial for me to integrate
them in my teaching process. In my future, I will be able to remove barriers to learning, engage
the adult learners through facilitation and providing them a learning environment so that they are
better adapted to learning, and pursue career in their respective expertise. It will also be helpful fr
me to motivate myself and nursing students to work towards professional development and
integrate them in their clinical practice. This will also give an opportunity for me to be open to
feedback and incorporate changes in my teaching style and curriculum.

4INTERVIEW
References
Azizi-Fini, I., Hajibagheri, A., & Adib-Hajbaghery, M. (2015). Critical thinking skills in nursing
students: a comparison between freshmen and senior students. Nursing and midwifery
studies, 4(1).
Bremner, M. N., Blake, B. J., Long, J. M., & Yanosky, D. J. (2014). Setting a Benchmark for the
Test of Essential Academic Skills (TEAS) V: Striving for First-Semester Success in
Nursing School. Journal of Nursing Education, 53(9), 537-540.
Curran, M. K. (2014). Examination of the teaching styles of nursing professional development
specialists, part I: best practices in adult learning theory, curriculum development, and
knowledge transfer. The Journal of Continuing Education in Nursing, 45(5), 233-240.
Knoll, A. R., Otani, H., Skeel, R. L., & Van Horn, K. R. (2017). Learning style, judgements of
learning, and learning of verbal and visual information. British Journal of
Psychology, 108(3), 544-563.
Lewallen, L. P. (2015). Practical strategies for nursing education program evaluation. Journal of
Professional Nursing, 31(2), 133-140.
Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The
establishment of evidence‐based practice competencies for practicing registered nurses
and advanced practice nurses in real‐world clinical settings: proficiencies to improve
healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence
‐
Based Nursing, 11(1), 5-15.

5INTERVIEW
Yusoff, Y. M., Fuaad, N. F. A., Yasin, R. B. M., & Mohd, N. (2014, January). Achievement of
Program Outcomes in outcome based education implementation-A-Meta-Analysis.
In Proceedings of the 2014 International Conference on Inddustrial Engineering and
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