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Learning from Experience—Mistakes and Successes in Caring for COVID-19 Patients

Patricia Benner, R.N., Ph.D., FAAN EducatingNurses.com  June 3, 2021 The COVID-19 Pandemic confronted healthcare workers at all levels with a new disease fraught with uncertainty, unknown pathology, uncharted trajectories with high acuity, and mortality rates, especially in older age groups. Common clinical trends, signs and symptoms, sequelae, best treatments, prevention, and intervention strategies, and more, …

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The Art of Asking Open-Ended Questions, Allowing ‘Think Time’ & Providing Thoughtful Responses with Lisa Day

  Lisa Day Demonstrates how she prompts students’ clinical thinking. She uses silence to allow students to think and then gives thoughtful responses to their answers.  Questioning is at the heart of creating clinical imagination and developing the student’s understanding of particular clinical situations.  Open-ended questions, with no one right or wrong answer, reveal the …

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Sarah Shannon teaching a class
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Learning From First Person Experience Near Narratives

Patricia Benner, R.N., Ph.D. FAAN Copyright 2016 During the past 30 years, more ethicists have paid attention to the role of narratives in presenting exemplary practice. More attention in learning and understanding moral life and ethical comportment is being paid to exemplary people and events that reveal and demonstrate excellent ethical comportment. Narratives can reveal …

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Woman and Man role play as a mother and father in a poverty simulation
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Cultural Humility: Gaining First-Person Experience and Empathy for the Health and Life Impact of Living in Poverty

  Patricia Benner, R.N., Ph.D., FAAN Copyright January, 2016 We choose the term “cultural humility” rather than the more ambitious, and misleading term, “cultural competency” in the title, because even within one’s own dominant culture, much can be learned and many blind spots exist between local cultures, between social classes, and between disparate social contexts. …

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Student role playing as a child
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Poverty Simulation Part 1: Setting up and Planning

  Part I: Setting up and Planning The Missouri Action Poverty Simulation    Part One gives the overview and history of learning goals and history of this simulation, and how three nursing schools in Oregon Nursing Education collaborate to create this community health and cross-cultural experiential learning about living in poverty.   Student roles in the …

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Student speaking about poverty simulation
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Poverty Simulation Part 3: Student Debriefing

    Students reflect on their experiences of poverty in the simulation. Students give examples of how they understand the impediments and limitations of living in poverty can create a sense of being overwhelmed, and even in desperation. Please not examples of increased empathy, participants gained as a result of participating in the simulation.

Heather Voss talking with Dr. Benner
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Poverty Simulation Part 4: Interview with Heather Voss

  An in-depth conversation with Heather Voss about setting up and running the poverty simulation. She discusses the value of this experience for nurses and community service providers and the research on the impact of the simulation on their students. She also gives some behind-the-scenes advice to other schools about implementing this valuable experience for their …

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Nursing student works in a simulation lab
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The Implications of Teaching and Learning in a Practice: Paying Attention to Situated Thinking and Action in Practice – ARTICLE

  Patricia Benner, R.N., Ph.D., FAAN copyright June, 2015 What are the teaching and learning implications of teaching a practice? Practice, as defined here, follows the influential definition from Alasdair MacIntyre’s third edition of After Virtue (2007): A socially organized activity that has socially embedded knowledge, science, traditions,and practices, all with notions of what constitutes good practice that …

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