Statue of Aristotle a great greek philosopher

Additional Thoughts on Embodiment, Situated Thinking and Practice in the Use of Formal Concepts in Nursing Education and Practice

Patricia Benner, copyright 2013 This newsletter is a response to a reply to our April Newsletter entitled, “Reconceptualizing the Use of Concepts in Curriculum Design.”  We had a number of replies to the April newsletter.  I thought it would be helpful to extend the conversation through this response, since many of the issues raised are …

Dr. Benner and Dr. Dreyfus in discussion

Re-conceptualizing the Curricular and Pedagogical Uses of Concepts in Nursing Education

EducatingNurses.com:   Patricia Benner March, 26, 2013, copyright Last September’s Educating Nurses Newsletter, (2012) entitled Situating Concepts and Competencies in Nursing Education, Research, and Practice,  generated a lot of questions about re-thinking and updating the curricular and pedagogical uses of concepts central to nursing practice.  For example, concepts such as oxygenation and stress and coping lend …

Students read a book together

Creating An Engaging Adventuresome, Practice-Centered Syllabus

As you put the final touches on your syllabi for the Fall Term, review your approach to the course with an eye to student engagement in learning. Instead of the limited behavioral objectives, you might add concrete practice-centered goals for the course. Do not be afraid of “I” statements…they can open communication between students and …

Students in a classroom

Pedagogically Sound Uses of Lecture

Lectures should never be considered as a single intent, single style pedagogical strategy. By Patricia Benner, Copyright 2012 In this May Newsletter, we review some of the major legitimate pedagogical uses of lecture, in the classroom, seminar, skills lab. Pedagogical unsound uses of lectures (especially for nursing education) that should be avoided altogether are also …