Nurse educator’s guide to best teaching practice

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Nurse Educator’s Guide to Best Teaching Practice A Case-Based Approach Keeley C Harmon Joe Ann Clark Jeffery M Dyck Vicki Moran 123 Nurse Educator’s Guide to Best Teaching Practice Keeley C Harmon • Joe Ann Clark Jeffery M Dyck • Vicki Moran Nurse Educator’s Guide to Best Teaching Practice A Case-Based Approach Keeley C Harmon, PhD, RN Our Lady of the Lake Regional Medical Center Baton Rouge, LA, USA Jeffery M Dyck, MSN British Columbia Institute of Technology Burnaby, BC, Canada Joe Ann Clark, EdD, RN (Retired) Our Lady of the Lake College Baton Rouge, LA, USA Vicki Moran, PhD, RN, CNE, APHN-BC Saint Louis University St Louis, MO, USA ISBN 978-3-319-42537-5 ISBN 978-3-319-42539-9 DOI 10.1007/978-3-319-42539-9 (eBook) Library of Congress Control Number: 2016948212 © Springer International Publishing Switzerland 2016 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland First, I dedicate this book to the many educators I have known over the years who have worked tirelessly to develop teaching methodologies which would more effectively meet their student’s needs Second, I dedicate this book to my daughter Keeley Harmon who encouraged/pushed her mom to become a part of this endeavor For this, and her constant encouragement, I thank her —Joe Ann Clark I dedicate this book to my understanding and loving family: To my children, Nicholas and Elise, and to my mother, Joe Ann Nothing I in this life could be accomplished without their love, patience, and support This book is also dedicated in loving memory of my dearest father and late husband, Alan I feel their guidance and support in a heavenly way I also dedicate this book to the hardworking nurse educators who work diligently and strive to provide our future nurses with an education focused on promoting the best patient care outcomes through our constantly changing healthcare environment —Keeley C Harmon Heartfelt thanks to my patient and understanding family, who so often have to report, “Dad’s at his computer again!” I am sincerely indebted to the leaders in the nursing department at the British Columbia Institute of Technology, who have shown remarkable flexibility, foresight, and empathy in allowing me to craft a unique working arrangement Finally, I dedicate this work to the many students whom I’ve had the privilege to teach and who are so eminently worthy of not only sustaining, but growing, this fascinating profession —Jeffery M Dyck I am truly inspired by many people in my life to which I dedicate this book First and foremost to my husband, who has supported and created a culture in our family to reach for the stars and if you work hard enough, you will achieve what you deserve Second, to my five children, who think I am always texting people! Finally, to the many nursing educators that I work with The ability to transform this profession starts with how we create critical thinking, compassion, and care in the classroom and clinical setting with the students —Vicki Moran Preface It is the belief of the authors that nurse educators are important people! This statement is not true just because the authors, who happen to be nurse educators, proclaim it, but because it is also documented in the literature The National League for Nursing (NLN), in its 2002 statement on the preparation of nurse educators, stated: “Nurse Educators are the key resource in preparing a nursing workforce that will provide quality care to meet the health care needs of our population” (NLN Board of Governors, 2002) Halstead (2011) writes that nurse educators “influence the future of the profession through the quality of the nurses they prepare to practice” (p 357) “Key resource in preparing the nursing workforce”—“influence the future of the profession”! Those are strong statements that emphasize the importance of what nurse educators Indeed, they make the faculty role tempting to the nurse who wishes to be a part of the process However, there is also evidence indicating that teaching is not easy Brookfield (2006) describes it as “an activity full of unexpected events, unlooked-for surprises and unanticipated twists and turns that takes place in a system that assumes that teaching and learning are controllable and predictable” (p xi) Brookfield’s description of teaching certainly applies in nursing, whether in a classroom, laboratory, online, or clinical environment All are fertile ground for unexpected surprises, twists and turns It is sometimes implied that because nurses teach patients and staff, it follows that teaching nursing students comes naturally “All nurses are teachers” is a familiar—but dubious—adage The role of the nurse educator is intricate Over time, nursing education has moved from the service sector to college and university settings, and the role of nursing faculty has evolved and become increasingly complex (Finke, 2009, p 3) It requires the knowledge and application of teaching methodologies in varied learning environments with nontraditional students Educators work with students from diverse cultures and backgrounds with different learning styles Educators construct and analyze tests and counsel students They are role models in terms of demonstrating caring, not only for patients and families, but for students as well They need to walk a fine line between expressing their concern for their students and not fostering dependence Above all, they are expected to prepare vii viii Preface graduates who can function safely and competently in an ever-changing healthcare environment These skills are very different from the skills that one learns when becoming a nurse! The qualifications of nurses who decide to enter nursing education vary Many are advanced practice nurses who have a background of rich clinical experience but scant teaching experience Novice educators may have experience in teaching, but little clinical experience These groups may be very different but they have one need in common—tools for becoming more skilled teachers It is not the purpose of this book to be a compendium of all that is known about the topic of teaching in nursing Rather, it is the premise of the authors that there is a need for a resource to assist nurse educators, the novice and the more experienced, in working through some of the issues and challenges they are likely to encounter in their day-to-day teaching experiences This book is designed to be an easy-to-use handbook of essential teaching skills and tools for nurse educators Preceded by a discussion of the principles of teaching and learning, it explores topics such as classroom teaching, clinical experiences, teaching in the simulation laboratory, and online learning Each chapter begins with information about the basics of teaching and learning in that specific environment, followed by scenarios that focus on the issues most commonly encountered by faculty in that environment The scenarios present a variety of actions the faculty member may take and describe rationales and/or potential problems that result from these actions The chapters also include specific tools and information designed to assist the reader in preparation for the teaching role, such as examples of course syllabuses and activities in the clinical area This information is derived from the experiences of the authors, each of whom started teaching as a novice and over the years has developed tools and techniques designed to assist both the faculty member and the learner This book is our opportunity to share our knowledge and experience and thereby assist nurse educators who are just getting started and trying to “figure out” how to begin as well as other more experienced faculty who would like to try other approaches to enhance their teaching Baton Rouge, LA, USA Baton Rouge, LA, USA Burnaby, BC, Canada St Louis, MO, USA Keeley C Harmon, PhD, RN Joe Ann Clark, EdD, RN Jeffery M Dyck, MSN Vicki Moran, PhD, RN, CNE, APHN-BC References Brookfield, S (2006) The skillful teacher: On technique, trust, and responsiveness in the classroom San Francisco, CA: Wiley Finke, L (2009) Teaching in nursing: The faculty role In D Billings, & J Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) Philadelphia, PA: Saunders Preface ix Halstead (2011) The realist adjusts to sails: A commitment to transform nursing education models Nursing Education Perspectives, 32(6), 357 NLN Board of Governors (2002) Position statement: The preparation of nurse educators Retrieved May 24, 2016, from .. .Nurse Educator’s Guide to Best Teaching Practice Keeley C Harmon • Joe Ann Clark Jeffery M Dyck • Vicki Moran Nurse Educator’s Guide to Best Teaching Practice A Case-Based... they are likely to encounter in their day -to- day teaching experiences This book is designed to be an easy -to- use handbook of essential teaching skills and tools for nurse educators Preceded by... 2016 K.C Harmon et al., Nurse Educator’s Guide to Best Teaching Practice, DOI 10.1007/978-3-319-42539-9_1 Issues and Trends in Nursing Education Each patient had a bell to ring if they needed
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