"When you are a nurse you know that every day you will touch a life or a life will touch yours."
~Author unknown
A teacher or educator is defined as one who teaches or
instructs. A professor is a person who professes his or her sentiments and
beliefs. As I consider these definitions, I would describe my teaching
philosophy as a combination of the two. To instruct students in the sentiments
and beliefs of the nursing profession through lecture and clinical instruction
that will result in highly competent, professional nurses.
I carry a great passion for the nursing profession and plan to bring this with me as I work to develop the next generation of nurses. It is an honor to be able to impact learners on caring for others at the deepest level. As a teacher, I will recognize each student’s strengths and draw from them while improving weak areas. I will help students to feel confident in the nursing process, collaboration, decision making, and utilizing their resources to meet the needs of each patient. We will celebrate moments where classroom knowledge is recognized in the clinical arena. I will strive to nurture compassionate nurses that are patient-centered and focused on quality health care. I will be a mentor and role model who is accountable to the standards of the profession.
Critical thinking is vital in patient care. A good teacher allows students time to process information while increasing confidence in learned skills. Learning can be promoted when the teacher uses critical thinking and motivational strategies in the classroom (Billings & Halstead, 2012).
I have an understanding that not all students will bring the same skill sets, learning styles, and cultural experiences to the classroom. They will bring a uniqueness that emphasizes being approachable and open to communication as their educator. It is important to create confident students while being flexible and instilling a mastery of the skills needed to participate in a high stress profession. Having a mutual respect between teacher and student creates a student centered environment and encourages proficiency.
Effective teachers use evidence-based strategies to implement core concepts in a way that is learner centered. In doing so one creates an atmosphere of confidence that allows students to practice techniques that lead to autonomy in patient care. They will have the ability to draw conclusions based on facts and learned skills that will best care for the patient (Etheridge, S., 2007). They will also learn to balance the use of technology with the use of critical thinking. As an educator it is important for me to understand that today’s students are much more comfortable with technology and prefer its use in the classroom (Revell, & McCurry, 2010).) By teaching students to function in a society where technology rapidly advances and constantly poses new ethical challenges, it creates a new era of nurse professionals. While it is important to present knowledge of current health care practices and techniques it is also important to encourage students to prepare for an ever changing profession by instilling a zest for acquiring new knowledge. This can also be done by presenting tasks that parallel real-life situations that are relevant, practical, and organized (Su, W., & Osisek, 2011).
My experience in multiple areas of the hospital setting has given me a knowledge that will provide a unique edge in the classroom. Starting out as a nursing assistant and advancing through medical surgical nursing, step-down critical care nursing, as well as employee health nurse, transfer coordinator and an administrative supervisor gives me a broad perspective of nursing.
I will expect my students to be prepared and committed to learning. Every student that leaves my classroom will be competent, confident, know their limitations, be a team player, and use the nursing process to drive their practice. They will see nursing care as a holistic approach and have an understanding that learning is a lifelong process in the ever changing world of healthcare.
References:
Etheridge, S. (2007). Learning to think like a nurse: stories from new nurse graduates. Journal of Continuing Education in Nursing, 38(1), 24-30.
Revell, S., & McCurry, M. (2010). Engaging millennial learners: effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272-275. doi:10.3928/01484834-20091217-07.
Su, W., & Osisek, P. J. (2011). The Revised Bloom's Taxonomy: Implications for Educating Nurses. Journal of Continuing Education in Nursing, 42(7), 321-327. doi:10.3928/00220124-20110621-05.
I carry a great passion for the nursing profession and plan to bring this with me as I work to develop the next generation of nurses. It is an honor to be able to impact learners on caring for others at the deepest level. As a teacher, I will recognize each student’s strengths and draw from them while improving weak areas. I will help students to feel confident in the nursing process, collaboration, decision making, and utilizing their resources to meet the needs of each patient. We will celebrate moments where classroom knowledge is recognized in the clinical arena. I will strive to nurture compassionate nurses that are patient-centered and focused on quality health care. I will be a mentor and role model who is accountable to the standards of the profession.
Critical thinking is vital in patient care. A good teacher allows students time to process information while increasing confidence in learned skills. Learning can be promoted when the teacher uses critical thinking and motivational strategies in the classroom (Billings & Halstead, 2012).
I have an understanding that not all students will bring the same skill sets, learning styles, and cultural experiences to the classroom. They will bring a uniqueness that emphasizes being approachable and open to communication as their educator. It is important to create confident students while being flexible and instilling a mastery of the skills needed to participate in a high stress profession. Having a mutual respect between teacher and student creates a student centered environment and encourages proficiency.
Effective teachers use evidence-based strategies to implement core concepts in a way that is learner centered. In doing so one creates an atmosphere of confidence that allows students to practice techniques that lead to autonomy in patient care. They will have the ability to draw conclusions based on facts and learned skills that will best care for the patient (Etheridge, S., 2007). They will also learn to balance the use of technology with the use of critical thinking. As an educator it is important for me to understand that today’s students are much more comfortable with technology and prefer its use in the classroom (Revell, & McCurry, 2010).) By teaching students to function in a society where technology rapidly advances and constantly poses new ethical challenges, it creates a new era of nurse professionals. While it is important to present knowledge of current health care practices and techniques it is also important to encourage students to prepare for an ever changing profession by instilling a zest for acquiring new knowledge. This can also be done by presenting tasks that parallel real-life situations that are relevant, practical, and organized (Su, W., & Osisek, 2011).
My experience in multiple areas of the hospital setting has given me a knowledge that will provide a unique edge in the classroom. Starting out as a nursing assistant and advancing through medical surgical nursing, step-down critical care nursing, as well as employee health nurse, transfer coordinator and an administrative supervisor gives me a broad perspective of nursing.
I will expect my students to be prepared and committed to learning. Every student that leaves my classroom will be competent, confident, know their limitations, be a team player, and use the nursing process to drive their practice. They will see nursing care as a holistic approach and have an understanding that learning is a lifelong process in the ever changing world of healthcare.
References:
Etheridge, S. (2007). Learning to think like a nurse: stories from new nurse graduates. Journal of Continuing Education in Nursing, 38(1), 24-30.
Revell, S., & McCurry, M. (2010). Engaging millennial learners: effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272-275. doi:10.3928/01484834-20091217-07.
Su, W., & Osisek, P. J. (2011). The Revised Bloom's Taxonomy: Implications for Educating Nurses. Journal of Continuing Education in Nursing, 42(7), 321-327. doi:10.3928/00220124-20110621-05.