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

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 …

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of clinical and classroom teaching are still lodged firmly in the old-fashioned artificial intelligence mode (outdated cognitivism) and outdated neuroscience models about how the brain works.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 …

Linda Felver Teaching

“Making Soup”: Linda Felver Describes Her Metaphor For Teaching

This lively interview captures Dr. Felver’s wisdom in teaching for different learning stiles.  Linda Felver has two apt metaphors for her highly interactive and situated coaching style of teaching.  1) The students and teacher will each bring ingredients for learning and mix them in order to “mix soup together.”  2.  She views teaching as a …

Student answers question

Linda Felver Classroom: Teaching Science Situated In Clinical Practice

Dr. Felver is a master teacher who has a combined Ph.D. in Science and Nursing.  She is one of the most often mentioned teachers by students claiming learning to use pathophysiology and clinical pharmacology in clinical practice. Teachers frequently mention Dr. Felver as a key mentor for them in learning to teach.   Students love …

Linda Felver teaching a class

Curriculum-Wide Debriefing and Reflection are Essential to Learning How to Think Critically, Improve Performance, Improve Outcomes and Integrate Experiential Learning

By Patricia Benner, copyright 2015 Reflective thinking enhances all forms of learning. However, conscious and deliberate debriefing is a robust teaching strategy only if teacher and students are prepared to critically and creatively reflect on practice. National League for Nursing published “Debriefing Across the Curriculum” in June 2015, a Living Document produced in collaboration with …

Integrating Knowing-that and Knowing-how

By Patricia Benner, copyright 2015 Download PDF Learning Activities for Teachers and Nursing Students Related to Bringing the Clinical into Classroom Learning:   1.     Compose an unfolding case as recommended by Lisa Day in her interview on using unfolding classes.  For example, plan the arc of the story. Make sure patient responses actually occurred, and …

Learning Activities for Making the Large Class More Interactive

by Patricia Benner, copyright 2015 Download PDF Learning Activities for Teachers and Nursing Students Related to Bringing the Clinical into Classroom Learning: Compose an unfolding case as recommended by Lisa Day in her interview on using unfolding classes. For example, plan the arc of the story. Make sure patient responses actually occurred, and are real. …

Glenis McKenzie Interviews with Dr. Benner

Creating a Climate for Curiosity, Engagement, and Developing Therapeutic Communication Skills

Video LibraryOur comprehensive Educating Nurses video library is available to subscribers only. To become a subscriber click the button below. Join now for full access Dr. Glenise McKenzie describes how she structures her classroom teaching for knowledge use, and extensive preparation for a classroom that integrates practice and theory. Situated thinking and coaching are emphasized. …