Copyright May 8, 2019 Patricia Benner, R.N., Ph.D., FAAN We continue to examine the teaching and learning required by all new graduate nurses; how preceptors transmit local knowledge, engage in situated coaching, and role model nurse-patient caring relationships that are respectful, discerning, and attuned. Here we focus on preceptor Marye Fuqua, who is a …
copyright 2019 by Patricia Benner, R.N., Ph.D., FAAN Health care institutions are complex organizations with many moving parts and players who must coordinate and share their local work knowledge (Geertz, 2000). Geertz points out that a study of local knowledge is necessarily a study of the particular, concrete in relation to the general, …
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Patricia Benner, R.N., Ph.D. FAAN Copyright EducatingNurses.com, January 2019 The first nursing positions are bound to be formative for nurses. By “formative” I mean identity development as a nurse, skills, habits of thought and relational ways of being with patients and the healthcare team and more. Socialization messages are received from co-workers, preceptors, professional …
Lisa Day, RN, PhD, CNE, Vice Dean for Educational Innovation, WSU Patricia Benner, RN, PhD, Professor, Emerita, UCSF copyright 2018 In our last article (EducatingNurses.com, July 30), we began a series on clinical teaching and learning. In this article and forthcoming follow-up articles, we weave two major perspectives together to characterize key aspects of …
The dominant clinical teaching focus on “knowing that and knowing about,” with little focus on “knowing how and when,” causes clinical educators to overlook the kinds of learning experiences and clinical teaching practices that help new nurses develop life-saving, situated clinical nursing assessments and interventions. ©2018 Patricia Benner, R.N., Ph.D., FAAN, Lisa Day, R.N., …
Situated Learning, Understanding Learning as Embodied, Embedded in Context, and Extended in Interaction with Context — A Video of Situated Use of Knowledge in Clinical Learning EducatingNurses.com, Patricia Benner, R.N., Ph.D. FAAN March 10, 2018 Practice-based learning requires that the student learn directly from practice, not just apply theory, but through attentiveness and curiosity gain …
Continue reading “Higher-Order Productive Thinking in Clinical Teaching and Learning”
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 …
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Patricia Benner, R.N., Ph.D., FAAN copyright 2017 Oregon Consortium for Nursing Education increased Transitions From A.D.N. To B.S.N. Programs; Made A.D.N. Students feel like “First Class Citizens”; Transformed Clinical Education; Created an Ongoing Culture of Innovation and more… The innovative Oregon Consortium for Nursing Education (OCNE) collaborative curriculum exemplifies a stellar collaborative change project …
“…concept-based curricula must not only attend to formal concepts in the general…” Patricia Benner, R.N., Ph.D., FAAN Copyright October, 2nd, 2016 Many nursing curricula are using selected formal concepts to organize courses and curriculum. When students learn concepts in one context, it is expected that they will carry that understanding of the concept to other …
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Patricia Benner, RN., Ph.D., FAAN June 24, 2016 Copyrighted This month, we offer all our newsletter subscribers free access to a wonderful new video on people’s responses to the news that someone has been recently diagnosed with cancer. Kristin Johansen and Ben Dziuba collaborated on this collection of people’s responses to the news that Ben was …
Continue reading “Discussion Triggers can Help Students Discover Blind Spots, and Biases”