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Teaching Student Nurses to Think and Act Like a Nurse Part 2

Co-Author Perspectives: What We Learned from Conducting the Study by Patricia Benner, Victoria Leonard, and Lisa Day The co-authors present key insights form their immersion in the Carnegie Study. This reflective conversation on what the co-authors learned from conducting the research (including the field work, analysis, and write-up) offers insights about the nature of challenges …

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Teaching Student Nurses to Think and Act Like a Nurse Part 1

Situated Learning: Bringing Classroom and Clinical Teaching Together   One of the key findings of the Carnegie Study of Nursing Education is that classrooms have become radically separated from actual clinical practice. Also, the actual “situated practice” of nursing requires judgment and thinking-in-action. This module discusses how to bring the clinical into the classroom and …

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Dr. Benner and Dr. Dreyfus in discussion
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Novice to Mastery Part 2

From Proficiency to Mastery: Perspectives, Engagement, and Innovation, a Conversation with Hubert L. Dreyfus and Stuart E. Dreyfus   This is an update on thinking about Proficiency, Expertise, and going beyond Expertise to Mastery (which is that innovative level of practice engagement). The Dreyfus brothers point out that Mastery requires gaining new perspectives and responding …

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Diane's Class
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The Three Professional Apprenticeships Part 2

Teaching for a Sense of Salience and Situated Coaching   This module goes more in depth about the tacit, experientially-gained knowledge in understanding whole clinical situations. What distinguishes a professional nurse and one who has only read about nursing are the deep background understanding and the ability to perceive the particular challenges in actual clinical …

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Lisa Day Teaching
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The Three Professional Apprenticeships Part 1

Integrating Classroom and Clinical Teaching by Using Unfolding Case Studies Unfolding case studies: situate the student’s thinking and action in particular, actual clinical situations help the student engage in situated thinking and action help the teacher engage in situated coaching

Sarah Shannon Teaching
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The Three Professional Apprenticeships Part 3

Teaching for Ethical Comportment, Moral Imagination and Formation This lesson focuses on the Third Apprenticeship – demonstrating how good clinical practice must have the student take an active role in their own formation. The importance of embodied, skilled, know-how learned in situated practices is emphasized. Experiential learning and actually using knowledge in a particular situation is …

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