Authors: CeCelia R. Zorn
ISBN-13: 9780763771119, ISBN-10: 0763771112
Format: Paperback
Publisher: Jones & Barlett Learning
Date Published: August 2009
Edition: 1st Edition
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 straightforward 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.
Reviewer:Melissa Banks-Sockriter, MSN(Delaware Technical & Community College)
Description:This book is designed to help new faculty members embrace nursing education as a liberal education, and shift away from a professional studies emphasis.
Purpose:It is intended to help new nursing faculty prepare for the teaching life.
Audience:This book is good for new educators just starting out, or seasoned faculty searching for meaning in their teaching.
Features:Four units cover a variety of areas in nursing education, starting with "Knowing the Self as Teacher," which encourages new faculty members to reflect on the pertinent questions that need to be asked to help them become the best possible educators. The third unit, "Teaching Practices That I Am Practicing," provides examples, bridging classroom theory and clinical practice. As a nurse educator, I enjoyed this unit the most, as there is nothing more gratifying than to see students apply the knowledge they have gained in a classroom or laboratory to an actual patient in the clinical environment. The clinical setting is where I find the most exciting and memorable education takes place. There is an especially interesting piece on "Helping Students Learn to Think," which uses as an example thinking out loud with students as they are problem solving. Chapters also include questions to ponder that push new nursing educators to critically think about their own teaching strategies.
Assessment:As a new nurse educator, I found this book to be helpful, educational, and insightful. It helped me evaluate my teaching and see how I can make changes to improve what my students learn in the classroom, laboratory, and clinical settings. As nurses, we are taught how to take care of patients, not necessarily how to make the transition to the classroom as teachers. This book is a resource that I would recommend to all nurse educators.
Foreword Michael Perry, RN ix
Introduction xi
Acknowledgments xxi
Unit 1 Knowing the Self as Teacher 1
Chapter 1 Then and Now: A Call to Pause 3
Learning and Teaching 3
A Moment in Time 4
Pauses at Departure and Arrival 5
You Are Yourself 7
References 9
Chapter 2 Honoring the Present in the Best and Worst Year 11
Quarrying the First-Year Challenges 12
Honoring the Present and Renewing its Nobility 15
Where Have I Been as Teacher? 17
Where Am I Going as Teacher? 18
The Educator Moves Inside 20
References 23
Chapter 3 "As If": More of That First Year 25
Appeal of the Educator Role 26
Preparing to Teach 28
Getting Started: Before the First Class Meeting 30
Relationships with Teaching Colleagues 34
Conclusion 36
References 36
Chapter 4 Scott's Spirit on Lassen Peak: Finding the Spirit That Sustains You 37
Lesson from Lassen Peak 38
Learning as My Sustaining Spirit 39
What I Have Learned About Learning 40
Find the Spirit That Sustains You 45
References 46
Chapter 5 The Rhythm of Education: Dr. Harriet Werley, Thank You for Teaching Me 47
Thank You for Teaching Me 47
Rhythm of Staccato 48
Rhythm of Tapestry 52
Rhythm of Stillness 54
References 55
Unit 2 Relationships with Students 57
Chapter 6 How Can the Students Help Us Teach? 59
Who Do the Students Say That They Are? 60
The Nurse Educator: What Is Most Important? 61
About Being a New Nurse Educator 70
Beyond Balance 73
References 74
Chapter 7 Presence with Students: Posing Interest, Not Merely Paying Attention 75
Posing Interest as a Clinical Teacher: An Early Lesson 76
Posing Interest as a Classroom Teacher 78
ShowingUp and Circulating 80
Getting Inside the Students' Heads 83
"A Friend of Your Mind" and Namaste 85
References 85
Unit 3 Teaching Practices That I Am Practicing 87
Chapter 8 Clinical Teaching is Where the Magic Lies 89
Clinical Education as the Pinnacle of Complexity 90
Preparing for Departure 92
In Flight 94
Conclusion 99
Questions to Ponder 99
References 100
Chapter 9 The Novel: "Listen Her and She Will Show Us Everything" 101
Linking Novels and Human Responses 102
Repositioning Novel Reading in Nursing Education 104
Novel Reading: Beyond "Busywork" and "Boring" 105
"Listen Her and She Will Show Us Everything" 109
Questions to Ponder 110
References 110
Chapter 10 The Students Co-Construct the Classroom 111
Similar Experiences, But What Makes Them Different? 112
Relentless Preparation 114
Take a Break 116
Students and Course Assignments Co-Construct the Classroom 116
Conclusion 119
Questions to Ponder 120
References 120
Chapter 11 Creative Projects: "Could You Please Tell Us What You're Looking For?" 121
A Newbie's Anemic Attempts 122
What I've Discovered 123
Creativity as a Concept 125
Beginning to Make it a Practice 126
Conclusion 130
Questions to Ponder 130
References 131
Unit 4 Nursing Education as Liberal Education 133
Chapter 12 Teaching Life, Not Teaching Work 135
Beyond Compliance in Health Care 135
Shadow Side of Nursing Education 138
Nursing Education as Liberal Education 142
In Procession: Where is it Leading Us? 152
References 153
Afterword: The Musicality of Teaching: More Dreams for the Future than Memories of the Past 155
The Musicality of Teaching 155
Building Bridges 157
References 159
Index 161