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Copyright, iv
Preface, vii
Contributors, ix
Reviewers, xi
Acknowledgments, xiii
Chapter 1. Foundations for Nursing Education, 3
Nursing as a Discipline, 4
Characteristics of Disciplines, 4
The Nature of Nursing as a Practiced Discipline, a Learned Profession, 5
Nursing's Unique Focus, 6
Grand Nursing Theory, 6
Universal Unifying Concepts, 7
Foundations of Curriculum Design for Nursing, 8
Essential Ways of Knowing Nursing, 8
Tracing the History of Nursing Education Methods: Philosophy and Practice, 8
Summary, 10
Chapter 2. Philosophical Foundations For Excellence In Teaching, 15
Who You Are and How You Teach, 16
Patterns of Knowing or Fundamental Ideas That Form Nursing as a Discipline, 20
Empirics, 20
Ethics, 21
Personal Knowing, 22
Aesthetics, 22
Sociopolitical Knowing, 23
Common Assumptions in Nursing Theory, 23
Health is Wholeness, 24
The Primacy of Human Uniqueness and Subjectivity, 24
Caring and Supportive Relationship, 24
Putting It All Together, 24
Noddings' Philosophy of Caring Education, 25
Modeling, 25
Dialogue, 25
Practice in Caring, 26
Confirmation, 27
Reflective Practice, 28
Summary, 28
Chapter 3. The Art And Science Of Nursing Education, 33
Carper's Ways of Knowing, 34
Empirics, the Science of Nursing, 34
Aesthetics, the Art of Nursing, 35
Personal Knowing in Nursing, 35
Ethics, the Moral Knowledge in Nursing, 36
Science of Nursing Education, 37
History, 37
Benefits and Limitations of the Nursing Proces, 37
Nursing Process, Nursing Standardized Languages, and Evidence-Based Nursing, 38
Evidenced-Based Practice, 41
Current Research and Initiatives, 44
Problem-Based Learning, 44
Conceptual Mapping, 44
Storytelling, 45
Questioning, 45
Technology and Innovation in Nursing Education, 45
Problems with Technology Mediated Teaching, 46
Advantages of Technology Mediated Reaching Approaches, 46
Use of Multimedia and Simulation, 46
Summary, 47
Chapter 4. Nursing As A Career, 55
Dwindling Supply and Increasing Demand, 56
Qualification, 57
Role of the Nurse Educator in the 21st Century, 58
Emphasis on Student Learning, 58
Promotion of Evidence-Based Practice, 59
Emphasis on Authentic Student-Teacher Relationships, 59
Challenges for the Nurse Educator in the 21st Century, 60
Resources, 62
Summary, 62
Chapter 5. Curriculum Development, 67
Overview of the Stages of Curriculum Development, 68
Faculty Communication Processes, 69
Curriculum Development Stages and Activities, 71
Summary, 81
Chapter 6. Tailoring Teaching To The Learner, 87
Assessing the Learner, 88
Readiness to Learn, 89
Developmental Assessment, 90
Motivation, 93
Emotional Intelligence, 93
Multicultural Assessment of Students and Environments, 94
Literacy Assessment, 96
Strategies to Assist in Learning, 96
Understanding, Assessing, and Using Learning Styles, 97
Strategies to Enhance Motivation, 99
Strategies to Enhance Literacy, 100
Assessing Learning, 101
Pre-admission Assessment, 101
Feedback on Learning, 101
Summary, 103
Chapter 7. Management Strategies In The Educational Setting, 109
Classroom Management in the Nursing Education Setting, 110
The First Pillar: Instructional Strategies, 110
Motivation, 111
The Second Pillar: Proactive Planning to Facilitate Learning, 112
COMP, 112
Kounin, 114
Physical Environment, 114
Classroom Management Style, 114
The Third Pillar: Dealing With Misbehavior, 115
High-Need Students, 117
Responding Appropriately to Levels of Misbehavior, 119
The Fourth Pillar: Supporting Learning and Student Success, 120
Teaching Responsibility, 120
Teaching Students That They Are Capable, 120
Developing a Professional Mentoring Relationship With Students, 122
Communication Skills, 122
The Dynamics of an Effective Teacher-Student Relationship, 123
Emotional Objectivity, 123
Summary, 124
Chapter 8. Using Technology In Nursing Education, 129
Overview of Types of Technology, 130
Technology Used to Connect People and Services, 130
Technology Used to Create Learning Objects, 130
Technology: What Students and Faculty Need to Know, 132
Psychomotor Considerations, 132
Affective Considerations, 133
Cognitive Considerations, 133
Teaching With Technology, 134
Using Technology to Produce Your Own Learning Assets, 134
Games: Crosswords and Other Word Puzzles, Question and Answer, 135
Best Practices and Tips of Computer Users, 137
Managing Files and Folders, 137
Word Processing, Editing, 137
Keyboard Shortcuts, 138
Screenshots, 138
Templates and Macros, 138
Security and Privacy, 138
Searching the Internet, 140
Accessing and Securing Help, 140
Technology Support of Higher Education, 140
Enrollment Management, 141
Library, 141
Learning Centers, 141
Common Software Used in Teaching, 141
Electronic Mail, 141
Presentation Software, 143
Referencing and Formatting Software, 143
Statistical Software, 143
Faculty and Student Web Pages, 143
Technological Quicksand—Intellectual Property, 143
Academic Dishonesty, 145
Teaching Using Distance Technology and Distance Learning, 145
Distance Learning, 145
Interactivity, 146
Blogs, 146
Interactive Video Instruction, 148
Assessment Strategies, 150
Other Supportive Methods of Instruction Using Technology, 150
Virtual Office Hours, 150
Chats, Test Preparation, Test Review, 151
Summary, 151
Chapter 9. The Learning Resource Center, 161
Definition of the LR, 162
How Programs Integrate LRCs, 162
LRC Users, 163
Creating an An Overview, 163
LRC Objectives, 163
LRC Space and Resource Considerations, 164
Time and Budget, 164
Organization and Maintenance of the LRC, 167
Organization of the Physical Setting, 167
Organization of the People in the Laboratory, 168
Organization of Activities That Occur in the Laboratory, 170
Organization of the Laboratory Supplies, 171
Maintenance, 172
Skill Competencies, 172
Testing, 174
Psychomotor Skill Development, 175
Self-Directed Learning, 177
Documentation, 178
Summary, 178
Chapter 10. Instructional Methods, 183
Instructional Strategy, 184
Domains of Learning, 184
Learning Styles, 184
Instructional Methods, 185
Creating Set, 185
Traditional Methods of Instruction, 186
Lecture, 186
Discussion/Questions and Answers As an Adjunct to Lecture, 188
Group Discussion, 189
Less Traditional Methods of Instruction, 191
The Jigsaw, 191
Debate, 192
Journaling, 192
Role Playing and Simulations, 194
Case Method and Problem-Based Learning, 197
Concept Mapping, 201
Summary, 205
Chapter 11. Assessment And Evaluation Strategies, 213
Program Assessment and Evaluation, 214
NCLEX-RN Pass Rates, 214
Follow-up Surveys and Interviews, 215
Internal Feedback, 215
Accreditation, 216
Course Assessment, 216
Outcome Blueprint, 216
Methods of Course Evaluation, 217
Examinations, Test Development, Types of Questions, and Examples, 217
Multiple-Choice Testing, 217
True-False, 218
Short-Answer and Essay Questions, 218
Learning Level and Leveling Test Questions, 219
Bloom's Taxonomy, 219
Universally Designed Assessment Methods, 220
Scoring and Determination of Item Difficulty and Discrimination, 220
Other Methods of Course Evaluation, 222
Classroom Presentations, 223
Observations, 224
Concept Mapping, 224
Rubrics for Grading and Assessment, 224
Summary, 226
Chapter 12. Promoting Reflection In Groups Of Diverse Nursing Students, 231
Philosophical Underpinnings, 233
Emancipatory Education, 233
Caring Curriculum, 234
Methodologies Used to Promote Reflection Through Dialogue with Diverse Student Groups, 237
Summary, 243
Chapter 13. Management Strategies In Client Care Settings, 251
Clinical Education for Today's Nursing Student, 252
Redesign Pre- and Post-Conferences, 252
Clinical Preceptors, 253
Student Perception of Clinical Education, 253
Expressive Journaling, 255
Reflective Journaling, 257
Thematic Analysis, 259
Summary, 259
Chapter 14. Role Transition: Using Partnerships And Cognitive Apprenticeship To Become A Nurse Educator, 265
Novice to Competent to Expert: A Progression, 266
Achieving Competence, 267
Developing Competence in Students, 268
Developing Competence in Nurse Educators, 268
Transition from Clinician to Educator, 269
What Clinicians Bring to the Educator's Table, 269
Cognitive Apprenticeship and Partnerships Ease Transition from Novice to Expert, Clinician to Educator, 270
Setting Up a Partnership/Apprenticeship, 271
Preceptors, Mentors, and Partners, 272
Cognitive Apprenticeship Specifically, 274
Summary, 276
Chapter 15. Achieving Excellence In Nursing Education: The National League For Nursing Perspective, 283
The Current State of Affairs in Nursing Education, 284
Transforming Nursing Education, 285
Promoting Excellence, 285
Innovation, 289
Evidence-Based Nursing Education and the Science of Nursing Education, 289
Technology in Nursing Education, 290
Preparation for and Continued Development in the Faculty Role, 291
Think Tank, 291
Core Competencies of Nurse Educators, 292
Summary, 292
Chapter 16. Shaping A Future Vision For Nursing Education, 299
Call for Change in Nursing Education, 300
AACN Actions Shaping the Future of Nursing Education, 302
Recent AACN Actions Affecting Baccalaureate Nursing Education, 302
Recent AACN Actions Affecting Master's Nursing Education, 302
Recent AACN Actions Affecting Doctoral Education in Nursing, 302
The Clinical Nurse Leader and Future Master's Nursing Education, 303
Specialty Nursing Practice and the Doctor of Nursing Practice, 304
A New Model for Nursing Education, 305
Educational Pathways, 306
Nursing Curricula Interfaces, 307
Preparation for Faculty Roles in Academia, 307
Summary, 307
Index, 313

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