Barbara Davis

Barbara Davis

Location: altoona, pa

About me

A nurse and instructor with a vast range of experience who has a heart for helping others. Proud to play a part in teaching others to gain the knowledge and experience needed so they can help others too. I think it's important to realize we should keep an open mind and look for (and take advantage of) learning opportunities. Just because a person learns to do something , does not mean that the learning is over. I look for ways to improve as a nurse, educator, and most of all as a caring human.




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Blog Comment

When I first became an instructor, one of my mentors had cautioned me not to use "Any questions?', and had explained that it shouldn't be used because some students might not want to admit that they had questions. However, it wasn't until doing this module that I learned I shouldn't use "Does that make sense?" either. Here, I had always thought that by using that question, it would facilitate an opportunity for discussion and clarification if there was any confusion.

What do you do to overcome the obsacle of learning that is the result of students who do not prepare for class? It makes it difficult to proceed with classroom activities when the students do not do the outside reading or review that is necessary to be able to complete activities or participate in classroom discussions on the content or application of the content.

This was a good course to help understand the importance of lesson plans. There are publisher lesson plans out there which can be used, but it's a good idea to personalize them to match student needs and learning styles, as well as the instructor's individual teaching style. Outcomes need to be measurable and reflect the objectives of the course and standards for the field.

In addition to having students work together as a team, I also like the idea of having students take on the role of being the "instructor" by having them select (or possibly assigning them) a topic from a chapter or unit and then have them present the information (lesson) to the rest of the class.

It is important to consider the various learning styles and do your best to try to address the needs of your students. It was interesting to review the various testing techniques and the objectives associated with each. I personally do not care for true/false questions because it is often very easy to misread (read into them) or misinterpret if they are not worded well. I have used modified true/false where a key word or phrase is identified and which can be changed to make the statement TRUE if it is FALSE as it is written. I feel this type of… >>>

Although some of the courses may not seem really useful if you are a seasoned instructor because it contains information that you already know or use, then you could look at it as a source of validation or simply a review. Sometimes, it's nice to know that the things you are doing or using in class are still valid , rather than outdated. 

A free resource for instructors and students to use to create quizzes to help review class content.

@Virginia Russell  re: rubric

I liked the Rubric you presented, but I was puzzled by the total possible points score being reported to be 50. Will you please explain that to me as I am thinking of incorporating your rubric for "discussion" activities. I counted the total possible to be only 24 points.

Thanks for providing clarification,

Barb Davis

Discussion Comment


I agree wholeheartedly with your comments. As a matter of fact, I use the same examples that you do-- even to the point of the same exact wording. I encounter many students who "just want the answer" and don't want to or don't care about the 'what or why" that  makes it that answer. I tell them that I will help them learn how to do it and will ask them questions to make them think it through, but that I am not "helping" them if I just give them the answer- instead I am actually "hurting" them because… >>>

Since it is so important for students to receive prompt feedback (recommended that exams be graded and returned by the next class ), then what would you suggest is a fair proportion for contact hours (classroom) and non-contact (prep time)? I find it diffiuclt to have all assignments graded within 24hrs when teaching a full caseload without taking them home and using my personal and family time to do this. This is becoming a hotbed issue since I put so much of myself into my work (on and off the clock) and my family time is sacrificed so I can… >>>

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