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Beyond the “Banking and Sage on Stage” Metaphors for Teaching and Learning—Better Metaphors and Teachers who Foster Discovery and Transformational Learning

Patricia Benner, R.N., Ph.D., FAAN Copyright August 15, 2019 Metaphors can inspire reflection, exploration, and articulation of approaches to teaching and learning. Paulo Friere (1970; 2000) critiqued the dominant “banking metaphor” for teaching and learning. By banking metaphor, he meant teaching students as if they are passive, empty bank accounts into which the teacher’s goal is to …

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A building at Southern Oregon
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Oregon Consortium for Nursing Education, An Inspiring Story of Collaborative Change

  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 …

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Lisa Day Teaching
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Can Students be “Test Ready,” “Practice Ready” and be Prepared for the Future?

As nursing educators we need a new appreciation of experiential learning, of perception wedded to action. Our role is to stimulate the student’s curiosity, ability to engage in inquiry, and openness to learn from clinical experience.  Watch brief video excerpts in this newsletter – transformative teaching ahead!   Patricia Benner, R.N., Ph.D., FAAN I do …

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Thorn Interview Article
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A Guide for Clinical Teachers: Deeper Learning in Clinical Learning Experience – ARTICLE

    By Patricia Benner, R.N., Ph.D. , Copyright 2015 Increasingly, clinical teaching is done by Clinical Adjunct Faculty, who may or may not have any formal education in teaching. Clinical Adjuncts may not have had much guidance about what the aims of particular clinical courses are or which students need situated coaching to address …

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