Nurse & Educator who Mentors Uplifts Supports & Empowers
Dr. Lloyd is an enthusiastic and devoted professor who is passionate about engaging students in the learning process. She is able to accomplish student engagement by using multimodal learning opportunities during the learning process, which entails using visual, auditory, reading and kinesthetics to help students learn new and challenging information.
Additionally, Dr. Lloyd uses unfolding case studies (UCS), which allows students to unfold acute and chronic patient clinical scenarios in real-time. The use of UCS creates a space for formative feedback on understood/misunderstood concepts, which allows Dr. Lloyd to clarify misconceptions in real-time (Lloyd, 2020).
Dr. Lloyd conducted a mixed-methods research study with pre-licensure Bachelor of Science Nursing Students to explore how the use of UCS affected their thinking in the traditional classroom setting (Lloyd, 2020). The overarching consensus showed that the use of UCS and multimodal learning opportunities had a positive impact on student engagement and critical thinking. Some supporting verbal and non-verbal responses are as follows:
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“I’ll say this, I’ve had a lot of professors throughout nursing school and I would say the majority of these professors present the class as like a slide show and you sit there, and they lecture to you, but they aren’t necessarily engaging you… I think that the case studies were a great way to connect the material to like actual application.”
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“I think it [UCS] helped a lot, because it actually took everything that was on the slides and put it to real-life thinking, and made it actually like I was seeing and actually having to think through it like a nurse, not just words on a slide, they [PPT slides] are hard to follow.”
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“I think that that [UCS] helped a lot is because it’s kind of like the critical thinking where we could apply stuff that we just learned to a situation."
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“I think it [UCS] kept us engaged more because it was more interesting … it was like you have a situation and you need to apply what you JUST learned to it. So, it’s like you HAVE to be [engaged] for it.”
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“I get up at 5 o’clock in the morning [on the day of lecture], but so far, I had not had any sleeping, like yawning, not at all [in class]…yeah, cause live cases
Dedicated to Critical Thinking
My Mission
To create a positive pedagogical space for all students. Paying particular attention to students who have a feeling of being C.A.G.E.D. in, meaning that they have stopped believing that they can reach their educational goals because of barriers associated with Culture, Age, Gender, Ethnicity, and Disability. The primary goal is to create an educational experience of belonging and inclusion to build students’ inner confidence during the process.
THE NE'MUSE EXPERIENCE
DR. ELAINE LLOYD
Dr. Elaine M. Lloyd PhD, RN, ACNS has professional experience with critical reasoning and problem-solving, which includes 12 years of theoretical and clinical experience teaching pre-licensure nursing students, coupled with 24 years of collective experience as a staff nurse, preceptor, scrub nurse, and board-certified adult clinical nurse specialist. She has worked in a variety of acute care settings that include the following:
Medical and surgical intensive care units
Pre-operative/intra-operative/post-operative nurse in the following laboratories:
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Cardiac catheterization
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Electrophysiology
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Interventional radiology
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Neurology
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Vascular
Dr. Lloyd’s complex clinical experiences necessitated the use of high-level critical thinking skills (CTS) to teach pre-licensure nursing students and RNs, both of whom required multimodal learning opportunities to learn how to critically think in fast-paced healthcare settings. The professional roles mentioned above have shaped Dr. Lloyd’s beliefs on how pre-licensure nursing students with multimodal learning needs can begin to develop and enhance CTS in a traditional classroom setting.
Dedicated to Critical Thinking
My Mission
To create a positive pedagogical space for all students. Paying particular attention to students who have a feeling of being C.A.G.E.D. in, meaning that they have stopped believing that they can reach their educational goals because of barriers associated with Culture, Age, Gender, Ethnicity, and Disability. The primary goal is to create an educational experience of belonging and inclusion to build students’ inner confidence during the process.
Ended
From 50 US dollars
Ended
From 50 US dollars
Ended
From 50 US dollars