Diane Pestolesi coaching volleyball

Diane Pestolesi: Coaching

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.

Lisa Day bird watching

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.

Marye Fuqua and Dr. Benner talking

Precepting for Autonomy, Nurse Patient Relationships, Clinical Imagination, Time Management, Teamwork and Curiosity

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 relatively …

Vickie Sattler Speaking

Two Key Roles of Preceptors: Situated Coaching and Teaching Local Knowledge

copyright 2019 by Patricia Benner, R.N., Ph.D., FAAN   Health care institutions are complex organizations with many moving parts and players who must coordinate and share their local work knowledge (Geertz, 2000). Geertz points out that a study of local knowledge is necessarily a study of the particular, concrete in relation to the general, or …

Lynn Stapleton speaking

Socialization and Formation on the First Job–An Example from Provident Health Care

Patricia Benner, R.N., Ph.D. FAAN Copyright EducatingNurses.com, January 2019 The first nursing positions are bound to be formative for nurses. By “formative” I mean identity development as a nurse, skills, habits of thought and relational ways of being with patients and the healthcare team and more. Socialization messages are received from co-workers, preceptors, professional developers …

Alyssa Bolt speaking with Dr. Benner

Clinical Precepting:  Situated Coaching and Learning—The Heart of Highly Reliable Organizations

Lisa Day, RN, PhD, CNE, Vice Dean for Educational Innovation, WSU Patricia Benner, RN, PhD,  Professor, Emerita, UCSF copyright 2018 In our last article (EducatingNurses.com, July 30), we began a series on clinical teaching and learning. In this article and forthcoming follow-up articles, we weave two major perspectives together to characterize key aspects of the …

Lisa Day Speaking

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. …

Linda Brown teaching

Higher-Order Productive Thinking in Clinical Teaching and Learning

Situated Learning, Understanding Learning as Embodied, Embedded in Context, and Extended in Interaction with Context — A Video of Situated Use of Knowledge in Clinical Learning EducatingNurses.com, Patricia Benner, R.N., Ph.D. FAAN   March 10, 2018 Practice-based learning requires that the student learn directly from practice, not just apply theory, but through attentiveness and curiosity gain …

E. Cohn performs hospital monologue

Rethinking Clinical and Classroom Teaching and Learning

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. Old-fashioned artificial intelligence and cognitivism ignore the necessary role of embodied skilled know-how and perceptual grasp of actual clinical situations for any …