13 IMPROVING NURSING EDUCATION AT THE PROGRAM LEVEL THIS CHAPTER PRESENTS an agenda of recommendations to transform nursing education to meet today’s needs. The recommendations presented are based on our…
12 FORMATION FROM A CRITICAL STANCE WE NOTED THAT patient advocacy was often taught explicitly in the context of encountering substandard nursing practice. The powerful and sometimes dysfunctional roles of…
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…
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…
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…
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…
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…
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…
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,…
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…
