Open AccessApplying an educational theory to effectively teach nursing practice and NCLEX categories
Author(s) -
Karen Myrick
Publication year - 2012
Publication title -
journal of nursing education and practice
Language(s) - English
Resource type - Journals
eISSN - 1925-4059
pISSN - 1925-4040
DOI - 10.5430/jnep.v3n3p124
Subject(s) - relevance (law) , process (computing) , context (archaeology) , nursing theory , nursing practice , dissemination , nurse education , nursing , psychology , medical education , medicine , medline , computer science , political science , paleontology , telecommunications , law , biology , operating system
There is a desire amongst nursing faculty to effectively teach the process of nursing, and to have a meaningful context in which to disseminate this information. The use of an educational theory as a guide to nursing faculty in teaching the practice of nursing, specifically the NCLEX categories is demonstrated.
Applying the ARCS Motivational Theory to the teaching of nursing practice using the NCLEX categories as a format is a way to demonstrate the categories, process, and relevance of the model. The separate categories of the NCLEX are outlined and addressed