Four Point Restraints

Each learner is unique and brings to the learning environment their learning style, knowledge, and experience. According to Gabarson, Oeremann & Shallenbergar (2015), it is critical that a nurse educator identify the needs of the audience during the first encounter. Hence this can be done by solicitation of the learners’ point of view in regards to a subject. Also, asking the learner direct and predetermined questions to gather information about the learning needs and securing a trusting environment to allow learners to state what they believe their actual learning needs are. Jobathy (2016), believes that learning needs can be assessed by benchmarking, reviewing documents and seeking the learners impute. Furthermore, the educator can determine

Furthermore, the specific instructional strategy is appropriate because the gap analysis indicates that the nurses need further training in the use of the restraints. The learners demonstrate motivation and enthusiasm in learning the skill. According to Keating (2014), a leaner need to possess the three domains of learning such as the cognitive, affective and psychomotor for learning to take place. For example, some learners are kinesthetic and feel comfortable using their hands for demonstration, while some learners are receptive to visual and auditory cues. This method of instruction is appropriate for the target audience because they enjoy using their psychomotor skills to accomplish objectives. Moreover, the audience has experience in the field of nursing and demonstrates great interest in learning new skills in the clinical settings. The domain of learning is base on the psychomotor component such as demonstration and also the cognitive aspect. The chosen method supports the learning domains and attains the students learning

In role-playing, the students represent the experiences known as the characters. According to Zenobia (2012), role-playing is an effective strategy for gaining competency and develop reasoning. Educators should have embraced role playing because it is an innovative approach to teaching and can meet student’s needs. Moreover, role-playing can help the learners to increase their communication skills with patients and facilitate cultural awareness. The only barrier to this instructional strategy is stage fright. On the other hand, one positive to role-playing is it offers instant feedback to the