When she was a nursing instructor to first-year students at Columbia University and Adelphi University, Dr. Elizabeth Cohn hoped to teach her students how to support, educate and relate to their patients as whole persons, rather than just “The Patient in 9-Window”. She wrote and delivered a monologue from the perspective of the patient …
Dr. Cohn provides the background behind her monologue, “The Patient in 9-Window”. She tells us about the different responses from students as they’ve watched her perform this monologue in Nursing Fundamentals. And she tells us about other innovative ways she engages with her students throughout their time in her class. Our thanks to Adelphi University …
Patricia Benner, R.N., Ph.D. FAAN, 2017 Our pedagogies of clinical and classroom teaching are still lodged firmly in the old-fashioned artificial intelligence mode (outdated cognitivism) and outdated neuroscience models about how the brain works. Old-fashioned artificial intelligence and cognitivism ignore the necessary role of embodied skilled know-how and perceptual grasp of actual clinical situations for …
Continue reading “Rethinking Clinical and Classroom Teaching and Learning”
This lively interview captures Dr. Felver’s wisdom in teaching for different learning styles. Linda Felver has two apt metaphors for her highly interactive and situated coaching style of teaching. For instance, one metaphor is “making soup.” Students and teacher will each bring ingredients for learning and mix them in order to “mix soup together.” …
Continue reading ““Making Soup”: Linda Felver Describes Her Metaphor For Teaching”
Dr. Felver is a master teacher who has a combined Ph.D. in Science and Nursing. She is one of the most often-mentioned teachers by students learning to use pathophysiology and clinical pharmacology in clinical practice. Teachers frequently mention Dr. Felver as a key mentor for them in learning to teach. Students love her highly …
Continue reading “Linda Felver Classroom: Teaching Science Situated In Clinical Practice”
By Patricia Benner, copyright 2015 Reflective thinking enhances all forms of learning. However, conscious and deliberate debriefing is a robust teaching strategy only if teacher and students are prepared to critically and creatively reflect on practice. National League for Nursing published “Debriefing Across the Curriculum” in June 2015, a Living Document produced in collaboration …
By Patricia Benner, copyright 2015 Download PDF Learning Activities for Teachers and Nursing Students Related to Bringing the Clinical into Classroom Learning: 1. Compose an unfolding case as recommended by Lisa Day in her interview on using unfolding classes. For example, plan the arc of the story. Make sure patient responses actually occurred, and …
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by Patricia Benner, copyright 2015 Download PDF Learning Activities for Teachers and Nursing Students Related to Bringing the Clinical into Classroom Learning: Compose an unfolding case as recommended by Lisa Day in her interview on using unfolding classes. For example, plan the arc of the story. Make sure patient responses actually occurred, and are real. …
Continue reading “Learning Activities for Making the Large Class More Interactive”
