Teaching students about the importance of patient education and health promotion is a significant part of the nursing curriculum. The recently published Client Education: Theory and Practice, Third Edition by Mary A. Miller and Pamella Rae Stoeckel emphasizes the importance of the nurse-client relationship and focuses on the key role that nurses play in educating individuals, families, and groups in clinical settings.
The role of the nurse as both caregiver and educator has never been more important in the delivery of safe, high-quality patient care. Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Fifth Edition by Susan B. Bastable prepares students, nurse educators, clinical nurse specialists, and nurse practitioners for ever-expanding roles in patient teaching, health education, and health promotion. It also provides an in-depth look at how nurse educators can best teach and how learners can best learn.
Topics: nursing education
The concept-based curriculum (CBC) is a hot topic in nursing right now. We are excited to announce the publication of Teaching and Learning in a Concept-Based Curriculum: A How-To Best Practice Approach, a practical text for teaching and evaluating students within a CBC. Written by preeminent nursing education consultant and thought leader in concept-based teaching and learning, Donna Ignatavicius, it meets the urgent need for authoritative resources to assist faculty with CBC development, implementation, and evaluation.
Nurse educators need to craft reliable and valid assessment materials, including multiple-choice exams, true-false tests, matching exercises, and essay responses. Just published The Nurse Educator's Guide to Assessing Learning Outcomes, Fourth Edition by Mary E. McDonald provides instructors with a comprehensive, in-depth guide to creating effective classroom exams.
Welcome back guest blogger, Dr. Karen Hessler, PhD, FNP-C, author of Flipping the Nursing Classroom: Where Interactive Learning Meets Technology.
The last blog of 2016 has arrived after a busy fall in Colorado. Flipping my class this past semester was a fantastic success, and prompts me to encourage all of you to keep up the great work to perfect your flipped pedagogy. My teaching is more meaningful and my evaluations are a nice reflection of student appreciation for my efforts to bring to the classroom a new and innovative teaching style. Although much of the research discusses student resistance to the flipped classroom (including my own!) I will have to say that once students experience the flipped classroom as it is meant to be delivered, they are extremely appreciative of its implementation. Students realize how much they’ve learned, and how much more they’ve learned within the flipped classroom than in the traditional lecture-based teaching structure they experience in other classes. In particular, my students appreciate the application of content that the flipped classroom allows.
Given the current nursing educator shortage, it has never been more important for students and professions to pursue teaching careers in the academic health professions. Innovative Teaching Strategies in Nursing and Related Health Professions, Seventh Edition by Martha J. Bradshaw and Beth L. Hultquist includes the latest research on teaching, learning, and applied practice.
Read a new post from our guest blogger, Dr. Karen Hessler, PhD, FNP-C, author of Flipping the Nursing Classroom: Where Interactive Learning Meets Technology.
Happy Fall to everyone! I trust that nursing classrooms across the country and around the world are all abuzz with students and faculty working together to teach and learn the concepts and pearls of wisdom necessary to develop the next generation of nurses. As I think about the flipped classroom at its best and brightest, I wonder if we are considering the spacial aspect of our classrooms carefully enough.
As the population continues to age and retire, the shortage of qualified nurse educators continues to grow. Simultaneously, student demand is also increasing. In order to address this current and future need, organizations are looking toward practicing clinicians to fill the gap.
The recently published Transition from Clinician to Educator: A Practical Approach by Maria C. Fressola and G. Elaine Patterson is a hands-on guide to prepare future educators who are entering the world of education.
Please welcome our guest blogger, Dr. Karen Hessler, PhD, FNP-C, author of Flipping the Nursing Classroom: Where Interactive Learning Meets Technology, for a post on the highs and lows of flipped classrooms.
Summer is such a great time to take a few minutes to reflect on our teaching practices in the classroom and clinical settings. Even if you find yourself busy with publications, presentations at conferences, and teaching coursework during the summer, taking a moment to think about how we teach is a worthy endeavor. As I watched the fireworks display on the 4th of July with my family this year, it made me think of a parallel to my flipped classroom experiences. Some of the fireworks were beautiful, brilliant, and awe-inspiring, while others seemed to be…..well, duds.
The flipped learning model is a hot topic in nursing education right now. Why is this? Research has shown that it can improve traditional teaching methods and promote active learning and participation in the classroom. That's why Flipping the Nursing Classroom: Where Active Learning Meets Technology by Karen Hessler is not only timely but also essential. In a recent review, Susan G. Wiers, DNP, from Michigan State University College of Nursing, for Doody's Review Service, writes that,
“This unique book is well written and provides a wealth of information to guide even novice nursing instructors interested in the innovative pedagogical model of the flipped classroom.”