Simulation Actor works with nursing student
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Using Improvisational Actors for Live High-Fidelity Simulation: Pre-Briefing and Debriefing, Keys to Deep Learning from Simulations

Patricia Benner R.N., Ph.D., In Conversation and Association with Dr. Stephanie Sedaris, Copyright 2014 Most agree that much of the learning from simulation comes from post-simulation debriefing and reflection, yet faculty are in the earliest stages of conducting research or even describing what is most and least effective in debriefing sessions after simulations. Prior to …

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Teresa Grainger Teaching
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Student Engagement in Learning Requires More than Getting the Student’s Attention

Pictured: Theresa Granger   Written By: Patricia Benner   Copyright May 2014     I have been learning from the Oregon Health Sciences Consortium (OCNE) Faculty about engaging students in the Big Ideas of the Profession, Authentic Clinical Learning from Unfolding Case Studies, and Problem- and Relationship-Oriented Engagement.  An upcoming interview with Dr. Christine Tanner on …

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Using Narrative Pedagogies to Bring Clinical into the Classroom and Integrate Knowledge Acquisition and Knowledge Use

Copyright 2014 by Patricia Benner Any practice discipline requires strategies for teaching situated thinking-in-action and practice wisdom.  Formal theoretical models are the “go to” method for simplifying and rendering complex practical knowledge and action in practice situations easier to explain and manage.   Formal theories are useful, especially for the first year nursing student who does …

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Teacher in front of a black board teaching
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The Role of Narrative in Teaching, Learning, Teamwork, Socially-Embedded Knowledge, Situated Clinical Wisdom and More

Patricia Benner Copyright February 2014   I invite you to take a look at the preview of Educating Nurses’ video “Making the Large Class Interactive Engaged”  I am struck as I continue to study expert teachers by how fluently they use narratives in embodying and embedding a situated understanding of science, clinical reasoning and clinical …

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Strengths-Based Nursing: Moving Beyond Deficits in Nursing Practice and Nursing Education

  Laurie N. Gottlieb, R.N., Ph.D. & Patricia Benner, R.N., Ph.D. This Newsletter celebrates the publication of Dr. Laurie Gottlieb’s new book Strengths-Based Nursing Care: Health and Healing for Persons and Family, and is a collaborative article based upon a wonderful Inaugural Conference organized by McGill University Ingram School of Nursing in Montreal, Canada in …

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Patrick Murphy in the Classroom
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Teacher Curiosity, Passion, Engagement and Self-Cultivation— Essential for Transformative Education

The teacher busy “transmitting information” seldom can drink from the well of what the student, patient, and the subject matter have to teach. Patricia Benner, R.N., Ph.D. Master Teacher Hubert L. Dreyfus believes a good teacher-learner needs curiosity, engagement, and passion for learning  By definition, these personal characteristics call us as teacher to be fully alive to …

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Bringing Clinical and Classroom Together: Integrative Pedagogies for the Three Professional Apprenticeships

  Patricia Benner copyright 2013 Enrich your classroom by thinking about and reviewing new strategies; it will help you align your teaching with learning goals. To that end, I’ve put together pedagogies highly recommended for bringing together both classroom and clinical aspects of learning how to think and act like a nurse.  This may trigger …

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Stethoscope on a book
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ANA Issue Brief on Primary & Ambulatory Care in New Health Care System

A must read for undergraduate and graduate education is the ANA Issue Brief entitled “Nurse Care Delivery Models in Health System Reform: Opportunities for nurses and their patients. As you engage in curriculum transformation keep ambulatory care and primary care in mind for undergraduates and graduates. Please see the new Macy Grant to study Primary …

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Statue of Aristotle a great greek philosopher
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Additional Thoughts on Embodiment, Situated Thinking and Practice in the Use of Formal Concepts in Nursing Education and Practice

Patricia Benner, copyright 2013 This newsletter is a response to a reply to our April Newsletter entitled, “Reconceptualizing the Use of Concepts in Curriculum Design.”  We had a number of replies to the April newsletter.  I thought it would be helpful to extend the conversation through this response, since many of the issues raised are …

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