Part I

1 part ITheory and 5/9/07 1:47 PM Page 1 Jones and Bartlett Publishers. NOT FOR SALE OR 5/9/07 1:47 PM Page 2 Jones and Bartlett Publishers. NOT FOR SALE OR DISTRIBUTIONONEC hallenges for the Nurse EducatornINSTRUCTIONAL GOALSUpon completing this chapter and the nurse educator learning experiences, thelearner will be able to:nWrite a personal philosophy of nursing educationnTry out a teaching/learning strategy and share resultsnConduct an experiment about finding uniqueness in learnersnComplete an empathy experiment with at least three learnersnTry out an ethics/moral development programnProduce a written plan for enhancing classroom management skillsnWrite in a journal about the process of becoming a nurse educatorThe more advanced nurse educator will be able to.

2 NDebate the importance of learning stylesnPut into action a plan for enhancing the moral development of a groupof learnersnWork in concert with a more seasoned nurse educator to build an envi-ronment for creative 5/9/07 1:47 PM Page 3 Jones and Bartlett Publishers. NOT FOR SALE OR DISTRIBUTIONnTest a helping model with three or more learnersnDevise a problem statement for a study of learning challenges for nurse edu-cators or learnersnTake a leadership, legislative, or policy role using feedback principlesnPartner with an advanced doctoral learner from a related discipline to developa problem statement and research design for transfer of learningIntroductionThe legendary Florence Nightengale lived out the importance of the teaching rolein nursing (Attewell, 1998).

3 Since then, the teaching/learning process has becomea top priority for nurses working with clients. Teaching is not inborn it is a chal-lenge requiring special knowledge and skills. This chapter explores challengesnurse educators must meet and suggests ways to be successful. These challengesare reflected in the instructional goals for this chapter and include developing a phi-losophy of nursing education, meeting expected nurse educator competencies,examining and intervening in professional self-image, developing teaching mate-rials based on adult learning principles, enhancing critical thinking abilities inlearners, creating learner-centered environments, using classroom exercises toCHAPTER ONE Challenges for the Nurse Educator4 Key TermsAndragogyHumanistic classroomCognitive complexityInquiry modelConstructivist school of learningLearner-centered environmentCritical thinkingLearning challengesDependency/authority processesLearning role modelDevelopmental theory of helpingLearning stylesEducator-centered environmentManager of classroom learningEducator/learner identificationMastery through overfamiliarityEmpathyMoral developmentFormative & Summative assessmentNovice educatorsHelping modelPhilosophy of nursing educationHelping processProfessional self-imageHumanismTransfer of 5/9/07 1:47 PM Page 4 Jones and Bartlett Publishers.

4 NOT FOR SALE OR DISTRIBUTION encourage transfer of learning to the clinical area, identifying learning challengesand preferences, using self-directed learning, and enhancing cognitive complexityand moral information in this chapter applies whether the learner plans to function inan academic, staff development, or client* education setting. All of the concepts dis-cussed must be addressed to provide a positive learning experience. In all three set-tings, a philosophy of nursing education is developed as a beginning Philosophy of Nursing EducationPart of taking on the role of nurse educator includes developing a philosophy ofnursing education. The example that follows shows how one novice nurse educatorlearned about a philosophy of nursing education and its C.

5 , a new learner in a masters degree nursing education program, cameto class one evening with a question. I ve been asked to develop an infectioncontrol program for employees at the hospital where I work on weekends. Whereis the best place to start? Should I look up articles or devise an outline? Mary sinstructor told her, The best starting point is a philosophy of nursing philosophy guides learning objectives and learning strategies. Once you havea philosophy, you will have a direction for developing learning experiences. Developing a nursing philosophy is an ever-evolvingprocess that grows as nurse educators gain class-room skill and experience. This book espouses onephilosophy of nursing education.

6 Within this philo-sophical framework, learning challenges, thehelping relationship, and a humanizing learningenvironment are crucial to the development of the professional identity of the nurseeducator and the nurse. Classroom experiences will have greater transfer value toclient situations when learning is focused on:nBeing free (within the constraints of legitimate structure and classroom experiences),nTaking responsibility for learning,A Philosophy of Nursing Education5*Client is used throughout to refer to someone who participates in care and is not just a passiverecipient. This is only appropriate because active and interactive learning is proposed in this philosophy of nursingeducation is an evolvingprocess that guideslearning objectives andlearning 5/9/07 1:47 PM Page 5 Jones and Bartlett Publishers.

7 NOT FOR SALE OR DISTRIBUTIONnFusing cognitive, affective, and perceptual-motor skills into an integratedwhole, andnActively examining and practicing helping philosophy further espouses the belief that learners can increase cognitivecomplexity, decrease helping/learning problems, and clarify their values by activelyparticipating in structured classroom experiences. As a testament to this philosophy,structured classroom exercises appear at the end of each accordance with this philosophy, the nurseeducator is viewed as a manager of classroomlearningwho assesses learning styles,preferences,and problems, and devises or has at hand a host oflearning exercises that can be used, depending onthe outcome of the assessment.

8 Being a classroommanager requires a very active presence from thenurse educator. The example below shows some ofthe dilemmas novice nurse educators mayencounter when they consider the idea of being aclassroom D., a continuing education instructor, shared his feelings of discomfort witha colleague about being a classroom manager. I ve been using lectures to teachmaterial for so long, I don t want to switch to another method. Might as welljust hand out materials and not even show up for class. A classroom manager requires more human contact, not less, than an educator whoconducts a lecture or discussion. Lectures and discussions can be taped, and they canbe presented without the presence of an instructor.

9 Managing a classroom requires agreat deal of preplanning and a high level of assessment and intervention skills. Aclimate must be set and learners given specific learning goals and explicit limits ofbehavior in the classroom. Within these limits, creative learning efforts are requires that educators and/or learners plan alternative ways of learning eachnNurse Educator ChallengeWhat answers could Josh receive about being a classroom manager to allay his discomfort?CHAPTER ONE Challenges for the Nurse Educator6A manager of classroomlearning assesses studentlearning styles, preferences,and problems and fromthere devises a host oflearning exercises to use,sets the climate forlearning, and offers explicitgoals and directions forclassroom 5/9/07 1:47 PM Page 6 Jones and Bartlett Publishers.

10 NOT FOR SALE OR DISTRIBUTION concept or skill. At least some of these alternativesare chosen to fuse cognitive, affective, and/or per-ceptual-motor skills into a whole R., a new nurse educator, opened the nextclass with a short video that ended at a crucial deci-sion point. She invited the class to discuss the bestnursing response to the situation and then to breakinto small groups and role play various the role-playing situation, she brought theclass back together to discuss what worked, whatdidn t, and why; what concepts they identified; andhow they planned to use what they learned in the clinical and alternative learning experiences allow for individualized learningas well as repetition and reinforcement of concepts.