Nurse Faculty Experience and Meaning
Nurse Faculty Experience and Meaning

Author: Donna J. Pineau

Publisher:

Published: 2018

Total Pages: 226

ISBN-13:

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Caring is a foundational value in nursing. Offering caring is an important challenge in the current health care system which is highly focused on cost and technological advancement. In order to preserve caring in nursing, faculty must remain vigilant with the teaching of caring in all levels of nursing education. Students at the master's level will be the profession's future leaders. Graduate nursing faculty are in a powerful position to teach rich understanding of caring with their master's level students, yet there is very limited research on the teaching of caring at the graduate level. The research question for this study was: What is the lived experience of nurse faculty with the teaching of caring in master's level nursing education? The conceptual framework for the study was Jean Watson s Theory of Human Caring. A hermeneutic phenomenological interpretive design and Van Manen's line-by-line methodological approach guided the analysis of interviews with fifteen nurse educators teaching at the master's level. After final reflection on each interview, data were analyzed across all interviews for identification of themes and the presence of key concepts in Watson's theoretical propositions. Findings revealed three themes. Connectedness: a relationship of reverence; occurs when the respect for the wholeness of the student is central to the teacher. Exemplifying caring: a way of being; represents embodiment of the attributes of caring that becomes the way the teacher expresses and models caring. Upholding the high standards of the caring discipline of nursing; represents faculty's commitment to developing professionalism. Many of the concepts in Watson's theoretical propositions were identified by the participants as they described their experiences of teaching caring. This research has implications for education, practice, policy, and future research. If nursing is to continue as a caring discipline, then caring must be central to the education of students at all levels of nursing education, and must be fully integrated into curricula design, and professional development of faculty. Nurses must advocate for policies and further research related to caring so that health, healing, and humanizing care remains central to the profession.

Becoming a Nurse Educator
Becoming a Nurse Educator

Author: CeCelia Zorn

Publisher: Jones & Bartlett Learning

Published: 2010-11-15

Total Pages: 192

ISBN-13: 0763771112

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Becoming a Nurse Educator: Dialogue for an Engaging Career is an essential reference designed to assist new nursing faculty in uncovering meaning in their careers, examining student relationships, and to better understand best teaching practices for nursing education. This text contains popular and professional literature, nurse educator experiences, stories, quotes, and discussion questions. Becoming a Nurse Educator: Dialogue for an Engaging Career is an ideal resource for all nursing educators and students.

The Future of Nursing
The Future of Nursing

Author: Institute of Medicine

Publisher: National Academies Press

Published: 2011-02-08

Total Pages: 700

ISBN-13: 0309208955

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The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.

Becoming a Nurse Educator
Becoming a Nurse Educator

Author: CeCelia R. Zorn

Publisher: Jones & Bartlett Publishers

Published: 2010-11-15

Total Pages: 191

ISBN-13: 1449618618

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Becoming a Nurse Educator: Dialogue for an Engaging Career is a practical guide developed to help new and emerging nurse educators in their career development. Written in a straight-forward manner, it presents teaching experiences mixed with theoretical discussion and specific teaching strategies to assist new nursing educators in finding meaning in their career. This essential guide contains popular and professional literature, nurse educator experiences, stories, quotes, and discussion questions. Becoming a Nurse Educator: Dialogue for an Engaging Career is a must-have resource for any nursing educator and nursing education students.

An Educator's Guide to Humanizing Nursing Education
An Educator's Guide to Humanizing Nursing Education

Author: Chantal Cara, PhD, RN, FAAN, FCAN

Publisher: Springer Publishing Company

Published: 2020-06-05

Total Pages: 219

ISBN-13: 082619009X

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Delivers specific guidelines for implementing human caring within teaching practices along with a wealth of examples Grounded in the belief that translating caring science within teaching practices will humanize nursing education, this important book emphasizes the ways in which teachers can translate Human Caring and Caritas in order to include strategies for establishing authentic caring pedagogical relationships with their students. It aims to strengthen Human Caring as the basis for humanitarian teaching and to infuse the learning environment with caring practices for both students and teachers. The work provides an antidote for the continuous dominant biomedical and behavioral paradigm in nursing education. It includes specific guidelines for implementing Human Caring ethics, ontology, and epistemology throughout the teaching-learning community and describes how to translate caring values and assumptions into living Caritas as the nurse teachers’ moral ideal and praxis of authentic caring pedagogical relationships. Pragmatic examples provided by administrators, teachers, and students illustrate the value of a humanitarian caring science paradigm for nursing education and caring praxis. Key Features: Delivers an internationally renowned scholars’ perspective on teaching grounded in Human Caring Includes exemplars of educators’ lived teaching experiences guided by their caring pedagogical praxis Provides examples of students’ lived learning experiences within a caring- teaching environment Offers reflective practice exercises for nurse teachers to enhance their caring pedagogical relationships with students Provides guided caring artistic activities to promote ways of knowing, doing, being, and becoming in nursing education

Clinical Nurse Faculty and the Lived Experience of Clinical Grading
Clinical Nurse Faculty and the Lived Experience of Clinical Grading

Author: Bernadette Amicucci

Publisher: LAP Lambert Academic Publishing

Published: 2011-07

Total Pages: 140

ISBN-13: 9783844382167

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Clinical grading is one approach to assure that future nurses have the knowledge and skills to provide safe patient care. The phenomenon being explored for this study was the experience of clinical grading for clinical nurse faculty. Through the use of a qualitative phenomenological method, the lived experience of grading nursing student clinical performance for experienced clinical nurse faculty in pre-licensure programs is described. Eleven full-time nursing faculty were recruited using a purposive technique to obtain a convenience sample. Each participant first underwent an initial in-depth personal interview followed by a brief follow-up interview a few weeks later. The van Manen method of hermeneutic phenomenology was applied to describe and interpret the data while developing an understanding of the experience for the participants. Findings from this study revealed five essential themes. These essential themes were collated to form a textual interpretive statement which illuminated the meaning of the experience of clinical grading for the participants. B

A Phenomenological Study of the Lived Experiences of Nurse Educators with Prior Military Careers
A Phenomenological Study of the Lived Experiences of Nurse Educators with Prior Military Careers

Author: Susan Ball

Publisher:

Published: 2017

Total Pages: 225

ISBN-13:

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The purpose of this phenomenological study was to explore the lived experiences of nurse educators with prior military careers at various public and private colleges in the South Carolina, North Carolina, Georgia, Virginia, Rhode Island, and Indiana. The theory guiding this study was the concept of servant leadership explored first by Robert Greenleaf in 1977, and later expanded upon by numerous other researchers. The study was designed to answer four research questions: (a) What does it mean to be a nurse educator with a prior military career? (b) What drives individuals to choose nursing, military service, and nursing education as careers? (c) What similarities exist in behaviors, attitudes, and beliefs of nurse educators with prior military careers? (d) How do nurses, military members, and nurse educators lead by serving? Ten nurse educator participants with prior military careers were interviewed, along with their colleagues and students; participants were observed instructing students in their classrooms, and written documents were reviewed to ascertain commonalities and shared meaning of their experiences. Data were analyzed through coding and horizonalization which resulted in theme development and a composite description of the phenomenon. Eight themes emerged: Managing the Dichotomy, Growing the Next Generation, Leaving a Legacy, Connecting with Students, Protecting Students, Leading by Example, Fulfilling the Mission, and Going Above and Beyond. Findings indicated the existence of servant leadership attributes as key elements of the manner in which participants experienced the role of nurse educator following a military career. Results of the study provided a foundation for the potential recruitment of retired military nurses into nursing education as a means of eliminating the nursing faculty shortage.

Nurse Educator Core Competencies
Nurse Educator Core Competencies

Author: World Health Organization

Publisher:

Published: 2017-06

Total Pages: 0

ISBN-13: 9789241549622

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The World Health Organization has developed these Nurse Educator Core Competencies to enable educators to effectively contribute to the attainment of high quality education, and the production of effective, efficient and skilled nurses who are able to respond to the health needs of the populations they serve. This will enable the attainment of objectives one and two of the Global strategy on human resources for health: Workforce 2030 and is also a priority in the updated Global strategic directions on nursing and midwifery 2016-2020. The aim of this publication is to provide a clear outline of Nurse Educator Core Competencies and performance expectations, which can form the basis for developing a competence-based curriculum encompassing the cognitive, affective and psychomotor skills and behaviors expected of nurse teachers. The competencies are intended to help guide the educational preparation of nurse teachers; ensure educational quality and accountability; and, ultimately, contribute to improving the provision of nursing care and outcomes of health services. Much effort has gone into the preparation of the Nurse Educator Core Competencies. It is the aim of the World Health Organization that they will facilitate nurse educators to attain increased proficiency in assisting student nurses to acquire all the knowledge, skills and attitudes necessary to practice nursing effectively in the 21st century.

Encyclopedia of Nursing Education
Encyclopedia of Nursing Education

Author: Mary Jane Smith, PhD, RN, FAAN

Publisher: Springer Publishing Company

Published: 2015-02-20

Total Pages: 436

ISBN-13: 0826120326

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Written by luminaries in the field of nursing education, this is the only current and comprehensive compendium of important topics in nursing education. It contains more than 175 detailed entries, and will be a valuable reference text for doctoral- and master's-level nursing students, nursing faculty, university and hospital libraries worldwide, and hospital nursing departments and schools. The listing of entries has been carefully culled from recent nursing literature and six volumes of the Annual Review of Nursing Education. Each entry follows a standard template that includes definition, application in nursing education, a synopsis including a brief summary of what is in the literature on the topic, and a concluding summary discussing future development in nursing education. Listings are alphabetized for easy access, and are accompanied by a comprehensive reference list. KEY FEATURES: The only current compendium of important topics in nursing education Includes all topics relevant to nursing education based on a review of the literature Alphabetized and consistently formatted for easy access to information Includes comprehensive reference lists per topic Written by expert nurse educators A listing of teaching topics compiled by the editors is available to instructors

Mastering Concept-Based Teaching E-Book
Mastering Concept-Based Teaching E-Book

Author: Jean Foret Giddens

Publisher: Elsevier Health Sciences

Published: 2019-02-02

Total Pages: 176

ISBN-13: 032357081X

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Get all the strategies and guidance you need successfully implement conceptual learning with Mastering Concept-Based Teaching, 2nd Edition. Written specifically for nursing faculty, renowned educators Dr. Jean Foret Giddens, Dr. Linda Caputi, and Dr. Beth Rodgers walk you through the background and benefits of using a concept-based learning approach; how to plan, develop, and deliver an effective concept-based course; and how to improve and evaluate student learning with concepts. This new second edition also features two new chapters — one on how to conduct concept-based clinical experiences and another chapter on the future of concept-based interprofessional learning. You’ll also find updated content and more of the highly helpful Misconceptions and Clarifications boxes. So whether you’re teaching in an LPN, ADN, BSN, or MSN program, this insightful book is here to ensure a smooth execution concept-based teaching.