Diane Pestolesi’s metaphor is coaching. This opens up possibilities for situated teaching and learning in actual clinical practice. She asks questions, assesses students’ approaches and practical understandings, and offers situated coaching.
Clinical ethics teacher, Sarah Shannon, uses a boat keel as her metaphor. Forming a keel is integral to the formation of a student’s ethical comportment in practice. It keeps them from capriciously changing, veering off into conflicting or multiple directions at once. She teaches by examples, active dialogue, and asking questions, so that students learn to …
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.
This short video illustrates “situated coaching” for a new graduate nurse while providing direct, safe participation to create maximum clinical learning. By situated coaching, we mean teaching and experiential learning in actual clinical situations. The new graduate is coached to understand clinical implications as the situation unfolds. Learning directly from whole clinical situations has high impact …
In all practice disciplines (e.g., nursing, medicine, law, teaching, etc) knowing theory and setting goals for interventions and so on is not enough. It will not ensure that one can actually carry out the plans or use the knowledge of what needs to happen in actual particular cases where patient and illness particularities often …
Carol Thorn has her students create a list of potential clinical problems from a patient assigned to one of her clinical students. The students are given the patient’s age and other demographics along with her current medical conditions, social circumstances and admitting diagnoses. The students are challenged to come up with potential problems that …
Sarah Shannon, who teaches clinical nursing ethics, provides real clinical cases that raise ethical issues and asks students what they would do in the situation. The case featured here is compelling and involves the ethical demand of disclosing the error of starting resuscitation on a patient who has a DNR order, unbeknownst to the clinical staff in …
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 …
Copyright May 8, 2019 Patricia Benner, R.N., Ph.D., FAAN We continue to examine the teaching and learning required by all new graduate nurses; how preceptors transmit local knowledge, engage in situated coaching, and role model nurse-patient caring relationships that are respectful, discerning, and attuned. Here we focus on preceptor Marye Fuqua, who is a …
Marye Fuqua provides some valuable insight into what makes an effective preceptor of new graduates. Since she is relatively new to nursing herself, she has a clear memory of the learning challenges of transitioning school to work, and what coaching practices did and did not work for her when she was a preceptee. She fosters autonomy …
Continue reading “Coaching for Autonomy, and Authenticity with Marye Fuqua pt 1”