Author: Patricia Benner

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The Patient in 9-Window

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When she was a nursing instructor to first-year students at Columbia University and Adelphi University, Dr. Elizabeth Cohn hoped to teach her students how to support, educate and relate to their patients as whole persons, rather than just “The Patient in 9-Window”. She wrote and delivered a monologue from the perspective of the patient that […]

Interview: Dr. Elizabeth Gross Cohn, “Often, first year students feel there’s nothing they can do….”

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Dr. Cohn provides the background behind her monologue, “The Patient in 9-Window”. She tells us about the different responses from students as they’ve watched her perform this monologue in Nursing Fundamentals. And she tells us about other innovative ways she engages with her students throughout their time in her class. Our thanks to Adelphi University in […]

Rethinking Clinical and Classroom Teaching and Learning

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Patricia Benner, R.N., Ph.D. FAAN, 2017 Our pedagogies of clinical and classroom teaching are still lodged firmly in the old-fashioned artificial intelligence mode (outdated cognitivism) and outdated neuroscience models about how the brain works. The old-fashioned artificial intelligence and cognitivism ignore the necessary role of embodied skilled know-how and perceptual grasp of actual clinical situations for […]

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OCNE In-Depth: Moving the Boundaries for Clinical Education pt 2 – VIDEO

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For this series, we interviewed nurse educator change agents, leaders and students, tracing how the OCNE story unfolded over the last ten years. Both students and educators animated and pushed this change forward in Oregon; faculty and administrators told us of their triumphs in this successful change project. Faculty were honest in describing their initial […]

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OCNE In-Depth: Moving the Boundaries for Clinical Education pt 1 – VIDEO

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For this series, we interviewed nurse educator change agents, leaders and students, tracing how the OCNE story unfolded over the last ten years. Both students and educators animated and pushed this change forward in Oregon; faculty and administrators told us of their triumphs in this successful change project. Faculty were honest in describing their initial […]

Oregon Consortium for Nursing Education, An Inspiring Story of Collaborative Change – ARTICLE

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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 that […]

Concept-Based Curricula in a Practice Discipline – ARTICLE

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“…concept-based curricula must not only attend to formal concepts in the general…” Patricia Benner, R.N., Ph.D., FAAN Copyright October, 2nd, 2016 Many nursing curricula are using selected formal concepts to organize courses and curriculum. When students learn concepts in one context, it is expected that they will carry that understanding of the concept to other […]

Learning Guide to Educating Nurses Video: “The Stupid Things People Say When You Have Cancer” – VIDEO

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A Video Directed and Produced by Kristin Johansen and Benjamin Dziuba Patricia Benner, R.N., Ph.D., FAAN Please note, this learning guide is for your personal use only. It will not be shared with others. You may select to share verbally some of your comments and insights with your classmates, but any sharing with classmates is […]

Discussion Triggers can Help Students Discover Blind Spots, and Biases – ARTICLE

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Patricia Benner, RN., Ph.D., FAAN June 24, 2016 Copyrighted This month,  we offer all our newsletter subscribers free access to a wonderful new video on people’s responses to the news that someone has been recently diagnosed with cancer. Kristin Johansen and Ben Dziuba collaborated on this collection of people’s responses to the news that Ben was […]

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Linda Brown: Concept Based Clinical Assignments for Deeper Learning – VIDEO

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Developing astute clinical judgments about complex clinical concepts and phenomena require deeper learning in clinical assignments that focus on comparing and contrasting patients who demonstrate the clinical phenomena of concern. In this month’s video, Linda Brown, R.N., M.S., demonstrates how she develops and works with assigning students in-depth study of key concepts during their clinical […]

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