The paper "Nursing Instructors Must Also Teach Reading and Study Skills" is a delightful example of an essay on education. Success in pursuit of nursing courses demands that students have sufficient reading and study skills to be able to understand substantial material. This is complicated by the need for skills that are different from what the students know, and applicable in all levels of nursing practically (White 2004, p. 39). Since the nursing faculty lack the requisite skills for teaching study skills and the fact that the teaching of these skills is secondary to nursing courses, there are some strategies that can be used by the faculty to improve the learning of such skills. Information reading skills can be taught by directly using nursing vocabulary during classes such as giving a list of words to students before the beginning of the course and encouraging the use of medical dictionaries.
Comprehension of learned material can be improved by giving students a background experience through non-reading techniques. Other methods include assigning well-developed homework, helping in the use of learning aids and providing enough learning resources (White 2004, p.
43). Instructors can help students to read flexibly by teaching methods of identifying reading material, and the style and speed of reading them. Importance of study skills cannot be underestimated and students can use the SQ3R technique, which is an acronym for survey, question, and the RS for reading, recite and review. Note-taking is another skill that can be learned by pre-reading the required material for a new course. This can be followed up by monitoring and evaluation (White 2004, p. 41). Critical reading and thinking are other skills important to nursing students because of their use in analysis and judgment.
Critical thinking is a method of studying problems and phenomena. This can be achieved by the use of decision grids, concept mapping, journaling and case studies. Other vital skills are problem-solving and decision making, which are useful in real-time application especially in choosing the best solution for a problem. Information technology skills can be taught by giving students relevant web addresses, development of chat rooms and online classes (White 2004, p. 48). Students with learning challenges can be aided by evaluating and referring them to specialists. ‘ Reading, writing, and assistive technology: An integrated developmental curriculum for college students’ .
Engstrom, E. U. - Journal of Adolescent & Adult Literacy, Sept 1, 2005; Vol. 49, No. 1, pp. 30-39. There is a rising concern among American educators that high school children have problems with literary skills such as reading and study skills. A study by the National Assessment of Educational Progress (NAEP) shows that a limited number of American students have the requisite literacy skills needed for problem-solving in an economy driven by information technology (Engstrom 2005, p.
32). Landmark College is one institution fully dedicated to teaching the necessary reading and writing skills to learners who have learning disabilities and challenges. The curriculum used at landmark is designed to cater to the learning needs of students with different learning profiles (Engstrom 2005, p. 31). Students are given rigorous training covering reading and study skills techniques as well as direct teaching in decoding, careful use of assistive technology. This will help them improve their reading speed, accuracy, and understanding of information.