Teaching Philosophy: A Group of Students and a Textbook Marilyn Pase
Introduction
In 1975 when the dean of the nursing college suggested I return to my university and teach, I thought it would be just another job. In those days faculty were not given instruction on how to teach or help with lesson plans or lectures. “Covering the Content” were the buzz words. Faculty members were expected to lecture and use the hospital as a skills lab. We were simply given a group of students and a textbook. Our methods of teaching were similar to the teachers we had in the past and hopefully we took lessons from the best ones. This method of teaching is similar to the old technique of teaching swimming. Just throw them into the pond and they will either sink or swim.
Today, the philosophy of teaching nursing has changed. The keys to success as a nursing faculty member in today’s environment include clear goals and objectives, a transparent student assessment, use of pedagogical principles, and dedication to life-long learning and teacher improvement.
Goals and Objectives
I want students to know that nursing is a wonderful profession and that they can be outstanding nurses and leaders in the profession. My goals as a teacher are to serve as a guide and mentor to help the students in their quest to become the nurses of tomorrow. My goal for those nurses returning for more education and higher degrees is to empower them and inspire them through activities that will lead to increased knowledge, skills, and self-confidence. Beginning nurses are required to take a national exam called the NCLEX which measures minimal competency and safe practice potential. However, I believe all students can achieve beyond the minimal requirements and I encourage them and strive to assure mastery, competency, and critical thinking skills. They must be prepared for whatever life and death, safety issues, or other critical decisions they may encounter. I ponder the reasons students enroll in my classes and what their objectives and personal goals are. I want to help them meet these goals and instill confidence in their abilities.
Student Assessment
For assessment activities, I use case studies with questions at the end, group work including presentations, discussions and discussion boards, group questions and clinical experiences, critiques, openbook exams and quizzes depending on the subject and the educational level of students. For undergraduate students, I give practice exams or study questions before major exams. I also weave questions into lecture presentations to engage the students and star questions they will likely see later on the major exam. I pattern the questions after the type they are likely to see on national board exams. Content on examination should not be a surprise. For returning RN’s I strive to make the assessments and content reflect the real-life situations. They receive points for responding to online discussions with real-life examples. I strive to convey that nursing is an important fulfilling profession and worth their finest efforts. I offer words of encouragement to them in person and on my home page to let them know that they can make it, to hang in there during difficult assignments and exams, and to have as much fun in the process as possible.
Pedagogical Principles
Adult teaching and learning principles are key components in teaching adult nursing students. I am influenced by the teaching and learning theories of Rogers regarding experiential learning and personal change and growth. That all human beings have a natural propensity to learn and the role of the teacher is to facilitate learning. “ Learning is facilitated when: (1) the student participates in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is a principal method of assessing progress or success” (Roger & Freiberg, 1994). Life experiences of these RN students and application to the clinical situation facilitates their learning and understanding. Practical application of concept learning to their real-life experiences facilitates positive changes in learning outcomes. Currently in the School of Nursing, we have a skills laboratory so students spend much less time in the clinical area than in years past. Best practice and current teaching/learning theories suggest that for best learning students experience practical applications to current patient problems and clinical scenarios in the laboratory. The laboratory setting should not be used as just another lecture hall where students sit passively watching demonstrations. Both students and faculty are impacted today by new technology in the class room, laboratory and in health care agencies. Hands-on practice is needed to incorporate nursing informatics skills, current nursing knowledge, and clinical decision making skills into long-term memory.
Teaching Improvement
Teaching improvement is a life-long process. While I have received creative ideas and excellent recommendations from peers, feedback from students on an ongoing basis is critical. Students often have the best ideas for changes and improvements to their classes. Formative and formal assessments are used to ensure the students achieve learning objectives. I like the one-minute feedback in large classes. Students soon know if the teacher is not prepared and up-to-date. For smaller classes a discussion board offers opportunities for suggestions and questions.
Nursing practice requires constant updating of one’s skills and knowledge to retain credentials. Continuing education is not only a faculty requirement for RN re-licensure and nursing practice but needed for a sound current knowledge base and skills for teaching nurses. For both students and faculty, the need to remain current in one’s profession is always challenging and often over-whelming. Today students must practice current psycho-motor skills, use informatics, and perform technology skills. They must believe what they are learning is current and significant. Instructors can help provide valuable practice opportunities not by lecturing but by serving as role models, facilitators, and providers of stimulating and meaningful learning experiences including interactive activities and hands-on opportunities. To meet today and tomorrows ever changing health care challenges, a lifelong commitment to teaching and learning principles is essential. Effective teaching today is more than just a group of students and a textbook.
Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan
Second Life Example as a Teaching Tool for Student Nurses
Welcome to The Nurse Pase Blog
Discussion of “Web 2.0: New Tools New Schools" - Solomon & Schrum
By Marilyn Pase
This is truly a” new world, new web, and new skills” for me. I could not believe how many people blog and how many are still afraid. As our web 2.0 authors Solomon & Schrum reported, “we have to change our mind set and learn to deal with the technical issues.”(2007, p. 24). I talked to one of my friends over the weekend and she said she did not use many internet tools because of fear of identity theft. I guess there is always danger but how many of us continue to drive even though there is a chance of death on the highway. There is always some risk. As Solomon and Schrum reported of a participant, “When enough people are brave enough to use it, it will become the norm,” (2007, p. 24).
2.O students can learn more efficiently because of the features of” interconnectedness, immediacy, interactivity, communication, and community.” (Solomon and Schrum, 2007). If students use these web 2.O tools effectively, they can spend more time with their reasoning, critical thinking, and analytical skills and less time trying to find the information or contacts. Over the years, computer processing capabilities have become faster and faster. I remember thinking back in the 70’s ---why is working together and all this need for more computer speed so important. We are truly seeing the results today. For example, students can be so much more effective when doing their research. They can work together in groups on projects without having to send documents back and forth.
Solomon and Schrum discussed freely shared tools and looked forward to the day when schools will not have to invest in new computers and soft ware licenses because everything would be available at no cost. (Chapter 3, 2007) We are learning in our CEL580 class to use and take advantage of these tools and resources. If there is not money to be made, these excellent free tools may be available to only a few students unless educators are aware of them, use them and design their classes so students take advantage of them. They should also be aware that new tools are being tested everyday. We may be teaching and beta testing a new tool today and a different one next semester.
We must also be mindful of the ethical implications of using these tools, the information we may learn about our students, and to protect their rights.
When I watch my older grandchildren absolutely tied to their phones, rapidly texting, and playing games on their computers, I realize that for higher education we must be aware of the differences in technological changes for the eras in which our students were born and grew up. I know faculty and students that absolutely refuse to learn the simple skills related to the net and computers beyond that necessary for F2F classes. We cannot assume that every student has the same skills and attitudes towards these tools. We need to adjust our teaching methods, the techniques in our classes, and curriculum design while keeping these generational differences in mind. I like the web 2.0 meme map on page 47 which demonstrates so well the concept that the web is the platform ( not a money making network) on which everything is built and that users control their own data. It illustrates graphically the issues around using these tools. As we read these chapters, we can appreciate those fearless educational pioneers as we follow their paths and amplify their vision.
By Marilyn Pase
This is truly a” new world, new web, and new skills” for me. I could not believe how many people blog and how many are still afraid. As our web 2.0 authors Solomon & Schrum reported, “we have to change our mind set and learn to deal with the technical issues.”(2007, p. 24). I talked to one of my friends over the weekend and she said she did not use many internet tools because of fear of identity theft. I guess there is always danger but how many of us continue to drive even though there is a chance of death on the highway. There is always some risk. As Solomon and Schrum reported of a participant, “When enough people are brave enough to use it, it will become the norm,” (2007, p. 24).
2.O students can learn more efficiently because of the features of” interconnectedness, immediacy, interactivity, communication, and community.” (Solomon and Schrum, 2007). If students use these web 2.O tools effectively, they can spend more time with their reasoning, critical thinking, and analytical skills and less time trying to find the information or contacts. Over the years, computer processing capabilities have become faster and faster. I remember thinking back in the 70’s ---why is working together and all this need for more computer speed so important. We are truly seeing the results today. For example, students can be so much more effective when doing their research. They can work together in groups on projects without having to send documents back and forth.
Solomon and Schrum discussed freely shared tools and looked forward to the day when schools will not have to invest in new computers and soft ware licenses because everything would be available at no cost. (Chapter 3, 2007) We are learning in our CEL580 class to use and take advantage of these tools and resources. If there is not money to be made, these excellent free tools may be available to only a few students unless educators are aware of them, use them and design their classes so students take advantage of them. They should also be aware that new tools are being tested everyday. We may be teaching and beta testing a new tool today and a different one next semester.
We must also be mindful of the ethical implications of using these tools, the information we may learn about our students, and to protect their rights.
When I watch my older grandchildren absolutely tied to their phones, rapidly texting, and playing games on their computers, I realize that for higher education we must be aware of the differences in technological changes for the eras in which our students were born and grew up. I know faculty and students that absolutely refuse to learn the simple skills related to the net and computers beyond that necessary for F2F classes. We cannot assume that every student has the same skills and attitudes towards these tools. We need to adjust our teaching methods, the techniques in our classes, and curriculum design while keeping these generational differences in mind. I like the web 2.0 meme map on page 47 which demonstrates so well the concept that the web is the platform ( not a money making network) on which everything is built and that users control their own data. It illustrates graphically the issues around using these tools. As we read these chapters, we can appreciate those fearless educational pioneers as we follow their paths and amplify their vision.
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