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The best way to help students be successful in learning is to consider their different learning style preferences. Students often show a preference for visual, auditory, or tactile learning. Traditional classroom instruction tends to target the visual and auditory learner over the tactile learner. This omission was addressed in a class on cardiac perfusion. Four stations were created to give students a hands-on understanding of concepts related to cardiac perfusion. At each station, students were asked to think about how each concept affected blood pressure. Classes of medication that targeted each concept were reviewed at each station to help students make the link. At the viscosity station, students drank both thin and thickened water through a straw and discussed which was easier. For preload, they blew up balloons and compared the result to determine which had greater preload. The contractility station had students compare the stretch and recoil of 2 different resistance bands to determine which had the greater force of contraction. For afterload, they drank water through a straw and a coffee stirrer and thought about which took more effort. Once the stations were completed, students were debriefed to reinforce the content. Feedback from students was positive for all learner types. This strategy targeted the tactile learner, who may not benefit from traditional classroom techniques.

 

From Melinda Bowman, MSN, RN, CNE, CMSRN, Our Lady of Lourdes School of Nursing, 1763 Morris Dr, Cherry Hill, Camden, NJ 08003 (mailto:bowmanm@lourdesnet.org, melindabowman@verizon.net).