A paper "Nurse as Educator: Principles of Teaching and Learning for Nursing Practice" claims that the learning experience I aimed to get from the committee meeting was to identify the dynamics of a faculty meeting and especially the interrelationship between the members of the committee. …
Extract of sample Nurse as Educator: Principles of Teaching and Learning for Nursing Practice
This was in relation to the competency of a nurse educator of interaction with the faculty according to the National League of Nursing (http://www.nln.org/profdev/corecompetencies.pdf). This committee meeting took place in the boardroom of the college of nursing and was chaired by the dean himself. The meeting was attended by the chairpeople of the departments and the rest of the teaching faculty in the college of nursing. The meeting began on time as scheduled though even twenty minutes after the meeting had already commenced some of the faculty members were still arriving. A few of those late comers did not even bother with apologies but rather sat down noisily and proceeded with the meeting. The rest were however courteous enough to even provide a brief reason to explain the cause of their lateness which was accompanied by an apology. As expected, once the chairpersons and Dean started talking, there was total silence indicating respect for authority but this was just initially. Once the debate started heating up, the meeting became rowdy with a lot of blame game going on and nobody accepting any liability including even the authority figures in the meeting. The lower authority staff were actually hauling words at each other and the meeting moved from the professional side to take a more personal side with people bringing their personal issues in the debate and for longer than twenty minutes, nothing fruitful was discussed. The chaos, however, came to almost an abrupt end once the dean (who was quiet all the while observing) raised his voice to command peace (Stachowiak and Bugel, 2013). I also attended a lecture with the aim of identifying the teaching strategies used by the educator during the lesson and also identify the reaction of the students to what is being taught in order to gather whether they were learning anything or not. ...
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Such variety of techniques make the learning process effective for all the students and ultimately better learning for each student (Joyce, Calhoun, and Hopkins , 1997). In order to find out better teaching approach, a teacher needs to continuously investigate into the teaching and learning process.
Normally, the foundation stage begins when children attain the age of three. This is the age when majority of the children are attending nursery or some form of pre-school just after their third birthday. Children might find themselves in various setting during this stage (foundation stage), although the common ones includes attending a full-time of a part-time pre-school, although a few will wait until they have attained the requisite age before attending any sort of school.
Although nurses recognize their legal, ethical, and moral responsibility to teach clients, colleagues, and prospective nurses, most of us acknowledge that we have not had the formal preparation to successfully and securely assume this role. It is imperative that nurses be prepared to carry out their role as educators competently and confidently, based on a solid understanding of the principles of teaching and learning.
They will meet the requirements of clause 6 of the Code of Professional Conduct: Standards for conduct, performance and ethics" (NMC 2004:13).
Stuart (2003) asserts that the differences in formal hospital ward environments and community learning environments are often overlooked.
Traditional interpretation of standards is that they can be expressed as expected outcomes. Competence can be measured by comparing these standards with actual outcome. The new “evidence-based assessment” approach has been
Nurse educators blend a love of teaching and learning with both advanced clinical practice and leadership in a variety of settings and roles. This is the core of the role of nurse educator. Nurse educators are registered nurses who have advanced education, including advanced clinical training in a health care specialty.
In the case of nursing education, being a holistic teacher of nursing education is relevant since working in actual medical settings can be very daunting if students were only to rely solely on books or in
and confidentiality and safeguard personal and family information obtained in the professional interaction (Bullock, Macleod Clark & Rycroft-Malone 2012, p.159). The nurses develop a connection with the spirit of self and that of the patient.
Nurses are responsible and
Learning must confer a change in behavior whether good or not. The changes gained through the practice, training, or experience must be relatively permanent, and the change must be reinforced to provide an efficient environment. Classical conditioning based on the effectiveness of a physical event in triggering a behavior change.
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