Best Practices in Nursing Education: Stories of Exemplary Teachers

Best Practices in Nursing Education: Stories of Exemplary Teachers

Best Practices in Nursing Education: Stories of Exemplary Teachers

Best Practices in Nursing Education: Stories of Exemplary Teachers

Synopsis

Who better to learn from about teaching than teachers themselves?

Written by teachers and about teachers, this book is for graduate students in nursing education as well as mid-career nurse educators. This volume features narratives based on interviews with twenty-one distinguished teachers of nursing. Selected by the editors based on personal experiences with them as teachers or mentors, their current stature in the nursing education community, or because they are recipients of national teaching awards, these teachers provide multiple role models for career development and offer a plethora of wisdom, including:

  • Deciding on a career in teaching nursing
  • Preparing and mentoring in teaching
  • Maintaining excellence
  • Comfortable times as a teacher
  • Embarrassing teaching moments
  • Most and least rewarding times
  • Significant challenges
  • Advice for new teachers
  • Building collegial relationships
  • Continuous self-development
  • Scholarly development
  • Balancing professional and personal life

Excerpt

I am honored to write the foreword for this book, as teaching nursing has been central to my professional life for many years. I was fascinated as I read the stories of these remarkable leaders in nursing and how they have changed the course of nursing education. The meaning of teaching and how one goes about doing it are the core subjects addressed in this book. I feel so privileged to know a number of the chapter authors, and especially to have studied with Dr. Grayce Sills during what she refers to as The Ohio State University School of Nursing's [golden era] of academic teaching.

Several themes about the nature of teaching permeate the book. Many teaching styles are described, with each having a different audience, different content, and different manner of delivery. As the contributors to the book illustrate, teaching is a personal matter, not only for the teacher, but for the learner as well. Teaching nursing is something like teaching music. You can teach someone how to play a musical instrument, but actually having that person play the instrument on their own is quite different. Successful teaching involves changing behavior in others—not an easy or always straightforward task. Moreover, many nurse educators do not view themselves first as educators, but as nurses. Nurse educators need to understand that they are part of mainstream nursing and that there is a direct correlation between what they do and how effectively the workforce is prepared. Teaching is a community activity and community property. We need to share experiences with colleagues and find time to engage in conversations with them. The contributors to this book also note that effective teaching requires ongoing feedback and evaluation systems to be in place. This is crucial to quality teaching.

Teachers should be facilitators and enablers of learning and students must be seen as partners in the learning process. Many of the personal accounts in this book discuss the nursing educators who influenced the authors' lives and made them consider a career in teaching. Often they . . .

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