– BEING A NURSE
11 BEING A NURSE FORMATION, AS NOTED EARLIER, occurs as students develop knowledge, skilled capacities, and insights into the notions of the good that are central to nursing practice. Thus…
– PARADIGM CASE
10 PARADIGM CASE SARAH SHANNON, NURSE ETHICIST I want to develop keels for them . . . they come oftentimes with pretty flat-bottom boats and the trouble with a flat-bottom…
– CONNECTING CLASSROOM AND CLINICAL THROUGH INTEGRATIVE TEACHING AND LEARNING
9 CONNECTING CLASSROOM AND CLINICAL THROUGH INTEGRATIVE TEACHING AND LEARNING Classroom and clinical content often seem disjointed from one another. Information learned in clinical does not generally appear on classroom…
– DEVELOPING A CLINICAL IMAGINATION
8 DEVELOPING A CLINICAL IMAGINATION IN OUR INTERVIEWS and from the Carnegie-NSNA survey responses, students reported that on the whole their experience of learning in the classroom did not develop…
– PARADIGM CASE
7 PARADIGM CASE LISA DAY, CLASSROOM AND CLINICAL INSTRUCTOR Bird watching is my metaphor for teaching nursing. . . . I use slides of birds and point out the field…
– STRATEGIES FOR TEACHING FOR A SENSE OF SALIENCE
6 STRATEGIES FOR TEACHING FOR A SENSE OF SALIENCE WHETHER TEACHING in the classroom or clinical setting, Pestolesi uses a range of strategies, tailoring her teaching to the situation as…
– TEACHING AND LEARNING IN CLINICAL SITUATIONS
2 TEACHING AND LEARNING IN CLINICAL SITUATIONS IN OUR EFFORT to understand how nursing education prepares students to enter the social contract of the profession, we examined the student experience,…
– A PROFESSION TRANSFORMED
1 A PROFESSION TRANSFORMED WE EMBARKED ON this study aware of the sweeping social and technological changes that have altered the context and substance of nurses’ work since Lysaught’s 1970…
– A NEW APPROACH TO NURSING EDUCATION
4 A NEW APPROACH TO NURSING EDUCATION BECAUSE NURSING PRACTICE demands both depth and breadth of knowledge in many areas, the problem of asking students to learn a great deal…
– PARADIGM CASE
5 PARADIGM CASE DIANE PESTOLESI, PRACTITIONER AND TEACHER I teach the fourth semester. By the time students get to fourth semester and they’re assessing patients and dealing with families in…
