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Educating Nurses
  • Nursing Modules
    • Focus Area 1: “Educating Nurses: A Call for Radical Transformation.”
      • The Three Apprenticeships: 1) Cognitive; 2) Practice; 3) Formation and Ethical Comportment
        • Integrating the Three Professional Apprenticeships. Bringing Clinical and Classroom Together.
        • Cognitive
        • Practice
        • Formation and Ethical Comportment
      • Integrating Clinical and Classroom Teaching-Learning
      • Upgrading Science Teaching in Nursing
      • Adding Humanities and Art to Nursing Education
      • Metaphors for Teaching
    • Focus Area 2: Preparing for the Next Gen NCLEX-RN Exam and The 2021 AACN Essentials Document
      • Clinical Reasoning and Unfolding Cases
      • The Dreyfus Model of Skill Acquisition
      • Concept Based Clinical Assignments and Activities e.g. Studying Fluid and Electrolyte Balance on a Group of Pediatric Patients
    • Focus Area 3: Practice Readiness through Experiential Learning
      • Clinical Teaching, situated coaching, and teaching for a sense of salience; Teaching for skills of patient and situation involvement
      • School to Work Transition Program – Precepting and Clinical Teaching
    • Focus Area 4: The Centrality of Experiential Learning for Practice
      • Experiential Learning – Practice as a Way of Knowing: Using Clinical Narratives, Unfolding Cases, Flipped Classroom, and Simulation
    • Focus Area 5: Increasing Engagement and Interaction in Teaching and Learning
      • Avoiding Cognitive Overload; Pedagogically Sound Uses of Lecture
      • Use of Discussion Triggers; Open-Ended Questions, Creating Civility and Safe Learning Environments
      • Effective Online Teaching and Learning
    • Focus Area 6: Transforming Curriculum
      • Transforming Curriculum
  • Videos
  • Articles
  • Dr. Benner
    • The Carnegie Study
    • Co-authors
    • Notable Websites & Videos
    • Readings on Teaching and Learning
  • Legacy Modules
    • Module 1: Entering the Practice of Nursing Education
    • Module 2: Discussion Triggers
    • Module 3: Novice to Mastery
    • Module 4: Transforming Curriculum
    • Module 5: Integrating Clinical Practice into Classroom Teaching
    • Module 6: Making Online and Large Classes More Engaging and Interactive
    • Module 7: Transition into Practice
    • Module 8: Key Insights From Excellent Teachers
    • Module 9: Metaphors for Teaching and Learning
    • Module 10: Online Learning
    • Module 11: COVID-19 Teaching-Learning
    • Module 12: The Three High-End Professional Apprenticeships

Articles

Teresa Granger Interviewed
Posted on May 4, 2014August 6, 2023

Using Process Oriented Guided Inquiry Learning (POGIL) to teach Health Assessment

Pictured Above: Theresa Granger    

Contact EducatingNurses.com

Educating Nurses, LLC.
PO BOX 51344
KNOXVILLE, TN 37950
(865) 384-1452
info@educatingnurses.com

About Dr. Benner

Dr. Benner is the Chief Faculty Development Officer for Educating Nurses Videos and for NovEx. She is a noted nursing educator and author of From Novice to Expert: Excellence and Power in Nursing Practice. Dr. Benner was the Director of this Carnegie Foundation for the Advancement of Teaching National Nursing Education Study, which is the first such study in 40 years.
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Modules

  • Adding Humanities and Art to Nursing Education
  • All Nursing Articles
  • All Videos
  • ARCHIVE
  • Books by Dr. Benner
  • Bringing Classroom and Clinical Together
  • Clinical Reasoning and Unfolding Cases
  • Clinical Teaching, situated coaching, and teaching for a sense of salience; Teaching for skills of patient and situation involvement
  • Cognitive
  • Concept Based Clinical Assignments and Activities e.g. Studying Fluid and Electrolyte Balance on a Group of Pediatric Patients
  • Continuing Education (CE) Credits
  • Curriculum Transformation
  • Deeper Learning
  • Discussion Triggers
  • Effective Online Teaching and Learning
  • Entering the Practice of Nursing Education
  • Experiential Learning – Practice as a Way of Knowing: Using Clinical Narratives, Unfolding Cases, Flipped Classroom, and Simulation
  • Focus Area 1: Educating Nurses: A Call for Radical Transformation Key Carnegie Study Recommendations
  • Focus Area 5: Increasing Student Engagement and Interaction in Teaching and Learning
  • Focus Area 7: Adapting Nursing Education to COVID-19
  • Formation and Ethical Comportment
  • Inside the Classroom
  • Instructional Design for Engaging Students and Avoiding Cognitive Overload; Pedagogically Sound Uses of Lecture
  • Integrating Clinical and Classroom Teaching
  • Integrating Clinical and Classroom Teaching-Learning
  • Integrating the Three Professional Apprenticeships. Bringing Clinical and Classroom Together.
  • Interprofessional Education
  • Key Insights From Excellent Teachers
  • Key Insights From Excellent Teachers x
  • Learning Activities
  • Making Online and Large Classes More Engaging and Interactive
  • Making Teaching and Learning more Engaging and Interactive, e.g. using Discussion Triggers, Pedagogical use of Questions, Creating Civility and Safe Learning Environments
  • Metaphors for Teaching
  • Metaphors for Teaching and Learning
  • Metaphors for Teaching and Learning x
  • Novice to Mastery
  • Online Learning
  • Organization and Navigation
  • Practice
  • School to Work Transition Program – Precepting and Clinical Teaching
  • Skills of Patient Involvement… Relational Skills
  • The Dreyfus Model of Skill Acquisition
  • The Three Apprenticeships: 1) Cognitive; 2) Practice; 3) Formation and Ethical Comportment
  • The Three High-End Professional Apprenticeships
  • Think Like a Nurse
  • Transforming Curriculum
  • Transforming Curriculum Design
  • Transition into Practice
  • Transition into Practice x
  • Uncategorized
  • Upgrading Science Teaching in Nursing