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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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Lisa Day bird watching
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Lisa Day: Bird Watching

Lisa Day’s metaphor of bird watching challenges her to be attentive, engaged and curious. She is comfortable with long pauses, waiting for students to show up. She learns from them rather than only imposing her ideas and information.

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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 student’s …

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Lisa Day Speaking
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Situated Clinical Teaching and Learning

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., Ph.D. …

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The Master Teacher Sparks Curiosity and Facilitates Transformative Learning – ARTICLE

By Patricia Benner, R.N., Ph.D. FAAN April  28, 2015, copyright 2015 Our EducatingNurses.com Team and I are reflecting on the many provocative and engaging conversations at the ATI Summit in San Diego April 19-22nd, 2015. Our Co-Producer, June Hagman, was asked, “What does being a ‘Master Teacher’ mean? Master Teacher, Dr. Hubert L. Dreyfus describes master …

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Painting featuring the word Clinical Judgement
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Less is More: Thinking about Deep Learning

Copyright Patricia Benner Newsletter for February 2013   Teaching for a Professional Practice has many additional demands than an introductory survey course. In a professional practice we expect students to develop deep learning that includes the three professional apprenticeships common to Professional Education. Along with my Carnegie colleagues, I am using the word “apprenticeship” metaphorically, and …

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Lisa Day Teaching
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Integrating Classroom and Clinical Teaching by Using Unfolding Case Studies

Video LibraryOur comprehensive Educating Nurses video library is available to subscribers only. To become a subscriber click the button below. Join now for full access Knowledge acquisition and knowledge use are seamlessly integrated in Dr. Lisa Day’s classes. She situates the student’s learning in actual unfolding cases, so students practice their clinical reasoning across time …

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Lisa Day
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Moving to patient-focused, practice focused teaching

This full article is only available to our members but please enjoy our preview below. I hope that members will seriously consider the three positions for teachers and students in their stances: 1. Student Focused: A student centered stance, which focuses primarily, on the students’ preferences, choices, and concerns. 2. Teacher Focused: A teacher performance centered …

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