Innovative Teaching Strategies

Nurse educators have a challenging job. We must present important, but sometimes dry (boring) content to our learners. It is essential that we are able to present the content in a way that meets the needs of our varied learner population. So, how can you present content to a multigenerational audience made up of visual, auditory, read-write, and kinesthetic learners in a way that is meaningful and engaging to all of them? Explore the vast teaching-learning resources available to educators (online, journals, etc.). Then, share at least 2 of the resources you found with an explanation of how they could be used effectively by a nurse educator to reach the varied learner populations we teach.

Find and share at least 2 resources for innovative teaching/learning strategies.

Describe how each resource could be used effectively by a nurse educator to reach the varied learner populations we teach.


Sample Solution

place “and afterwards remember” and lastly, the word “remember’’ appears at the end of the line “that you should remember’’(Rossetti, lines 1,7,10 and 14). This is in reference to the decaying of the memory and the distance that is growing between her and her lover, throwing light and emphasis upon the walls of demise, defeat and dejection that stand between them. In her usage of repetition in “day by day” (Rossetti, line 5) she discusses the intimate and highly sensitive routine of their relationship that shall be brutally destroyed by her death. Similar usage can be found in Sonnet 116 also. However, instead of giving away a feeling of frail routine, Shakespeare suggests the strong bond of love that exists strenuously amongst lovers. In her poem, Rossetti uses the euphemism “silent land” and “far away” for demise and afterlife, referring to it as a place where she could neither be seen nor heard (Rossetti, line 2). Death, for Rossetti, is the finishing point as it is an inevitable part of human life and relationships. “Silence” has both positive and negative connotations because on one hand, it points towards peace, calmness and slumber, as is also suggested in the final book of the New Testament; there is a revelation which describes heaven as a place of rest for all who enter (Revelation,14:13). It could also refer to a place where there can be no more intimacy, talking of future or holding hands, as gestures of love. Overall, Remember by Christina Rossetti offers the initially mentioned fatalistic and glum approach to love and death. She recollects that in their older meetings, there was an unwillingness to be away from her lover but moving away from each other is now a requisite that they both must deal with. Alternatively, the notion of “staying” can be looked as a reference to staying and enduring the memory of the beloved. Rossetti’s usage of the euphemism “darkness” (Rossetti, line 11) points towards a strong sense of the memory of her fading away after her death, becoming increasingly obscure and unknown. Darkness could also point towards the dark and depressing emotional state of her aching heart ; it could refer to time, as well – a dark time. Yet another euphemism used in the poem “corruption”, points towards both her decaying corpse and also the eventual fading away of the memory of her. Looking at this idea differently, “corruption” was a also a word used in the Bible referring to the physical deterioration of death as well as moral decline (Acts 13:36-37, Isaiah 38:17), whilst “darkness” was linked to hell (Matthew, 8:12). Lets not forget that since the mortality rate in Victorian Britain was considerably high, Rossetti herself might have seen and experienced the death of a loved one, leading to this pragmatic and solemn perspective towa