By Patricia Benner, R.N., Ph.D. , Copyright 2015 Increasingly, clinical teaching is done by Clinical Adjunct Faculty, who may or may not have any formal education in teaching. Clinical Adjuncts may not have had much guidance about what the aims of particular clinical courses are or which students need situated coaching to address …
Glossary[1] Download PDF Agency: one’s sense of and ability to act so as to influence the situation based on understanding what is needed and one’s capacity to act. This includes, but is not limited to, decision making. For example, each nurse participates in learning skills, and relational abilities in order to engage in ethical comportment …
Patricia Benner, copyright September 2014 This month we present Dr. Glenise McKenzie’s flipped classroom video, which focuses on the concept of age-appropriate therapeutic communication. Dr. McKenzie demonstrates how she approaches The Oregon Consortium of Nursing Education (OCNE) concept-based curriculum where the teaching of concepts are contextualized in the four foci of care: Recovery from …
Continue reading “Deep Learning While Teaching the Discipline’s Most Important Concepts”
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 …
Continue reading “Student Engagement in Learning Requires More than Getting the Student’s Attention”
Copyright Patricia Benner Newsletter for February 2013 Teaching for a Professional Practice has many additional demands than an introductory survey course. In a professional practice we expect students to develop deep learning that includes the three professional apprenticeships common to Professional Education. Along with my Carnegie colleagues, I am using the word “apprenticeship” metaphorically, and …
Continue reading “Less is More: Thinking about Deep Learning”
Anxiety and fear are two of the greatest learning impediments, yet student nurses and physicians and other professionals learn much of their profession in high risk clinical learning environments. Both the patients and students need clinical faculty willing to be their safety net. We teach in high fidelity simulations and in actual clinical assignments …