Teaching Student Nurses to Think and Act Like a Nurse Part 2

Co-Author Perspectives: What We Learned from Conducting the Study by Patricia Benner, Victoria Leonard, and Lisa Day The co-authors present key insights form their immersion in the Carnegie Study. This reflective conversation on what the co-authors learned from conducting the research (including the field work, analysis, and write-up) offers insights about the nature of challenges …

Teaching Student Nurses to Think and Act Like a Nurse Part 1

Situated Learning: Bringing Classroom and Clinical Teaching Together   One of the key findings of the Carnegie Study of Nursing Education is that classrooms have become radically separated from actual clinical practice. Also, the actual “situated practice” of nursing requires judgment and thinking-in-action. This module discusses how to bring the clinical into the classroom and …

Diane's Class

The Three Professional Apprenticeships Part 3

Teaching for a Sense of Salience and Situated Coaching   This module goes more in depth about the tacit, experientially-gained knowledge in understanding whole clinical situations. What distinguishes a professional nurse and one who has only read about nursing are the deep background understanding and the ability to perceive the particular challenges in actual clinical …

Sarah Shannon Teaching

The Three Professional Apprenticeships Part 1

Teaching for Ethical Comportment, Moral Imagination and Formation This lesson focuses on the Third Apprenticeship – demonstrating how good clinical practice must have the student take an active role in their own formation. The importance of embodied, skilled, know-how learned in situated practices is emphasized. Experiential learning and actually using knowledge in a particular situation is …