The transition from nursing school to working on the hospital floor as a nurse is huge. What happens when a system-wide program supports the entry of the nurse into their new setting? How does a Preceptor Training Program help expert clinicians become excellent at situated coaching? I interviewed Lynn Stapleton in Spokane, Washington to learn …
Continue reading “Lynn Stapleton on Socialization & Formation on the First Job”
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 …
The best clinical teachers coach new nurses to develop habits of mind that allow them to learn directly from whole practice situations. Some of the most important coaching for the advanced beginner comes from the preceptor. We interviewed excellent preceptors in Spokane, Washington who teach for highly reliable practice and feature them on EducatingNurses.com. This preview is …
Continue reading “The Essential Role of the Preceptor – Pt. 2”
The Essential Role of the Preceptor The best clinical teachers coach new nurses to develop habits of mind that allow them to learn directly from whole practice situations. Some of the most important coaching for the advanced beginner comes from the preceptor. We interviewed excellent preceptors in Spokane, Washington who teach for highly reliable practice …
Continue reading “The Essential Role of the Preceptor – Pt. 1”
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 …
This 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. …
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 …
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 …
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 …
Continue reading “Rethinking Clinical and Classroom Teaching and Learning”
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 …
Continue reading “Discussion Triggers can Help Students Discover Blind Spots, and Biases”