"Reflect on the qualities of an effective student-centered teacher and describe how you envision yourself being that teacher. Integrated within your description of good teaching, please clarify and describe how caring will be central to your focus as a 21st century nurse educator"
A Caring Student-Centered Framework
Hsiang-Chu quoted nursing theorists Watson and Leninger in an article stating “Caring is the essence of nursing” (Hsiang-Chu, P., Cheng-Joo, E., & Hui-Ling, K., 2013). Sandvik (2014) points out that caring interpersonal relationships are foundational for students learning to become nurses (Sandvik, A., Eriksson, K., & Hilli, Y., 2014). As nurse educators it is important to role model and show the value of caring behaviors for students with patients and also toward the students themselves. Sawatzky et al (2009) describe caring behaviors as demonstrating approachability, supportiveness, encouraging, honest, accepting and sensitivity (Sawatzky, J., Enns, C., Ashcroft, T., Davis, P., & Harder, B., 2009). Sandvik (2014) describes a learning environment that can be created for students that is welcoming and describes caring attitudes and values such as trust, commitment, compassion, competence, constructive feedback, non-punitive, honest and focused evaluations (Sandvik, A., Eriksson, K., & Hilli, Y., 2014). Hsiang-Chu conducted a study that showed a direct path from caring behaviors exhibited by nursing students such as presence and listening toward increased critical thinking abilities (Hsiang-Chu, P., Cheng-Joo, E., & Hui-Ling, K., 2013).
Based on the evidence found in nursing literature, a caring and student-centered framework will be the foundation of my 21st century nurse educator role. A caring and student-centered approach is also evident in my personal philosophy of nursing education (link here). I will also approach teaching with palpable enthusiasm as a course facilitator, motivator, role model, mentor and coach. In order to be effective, I will first need to know the content I am teaching and the most effective active learning strategies to facilitate student learning. This requires active engagement with a spirit of inquiry in the literature and research for course content and scholarship of teaching to deliver an evidence base for practice for both myself and my students. I will arm myself through continuous investigation with the best methods available to convey knowledge and help the students reach their goals. I will put comprehensive effort into planning curriculum and consider all learning domains to reach all types of learners. I will assess each unique class and change strategy to meet the needs of each individual audience. I will not be afraid to try new methods for the benefit of my students. I will work within the program so that my outcomes are congruent with program outcomes to facilitate student achievement. The students will need clear guidelines so that expectations and outcomes are known so that I can emphasize preparedness and hold both myself and students accountable for success. Class norms will be set so that a respectful, supportive, and safe learning environment will be established to recognize the unique contributions of each diverse individual. Collaboration among students and faculty will be promoted to enhance active learning. I will strive to be present with students with openness toward their point of view, active listening, and always ask what they need. I will make myself available for student’s questions with an open door policy and be friendly and approachable with a “no question is a dumb question” rule. I will use the same methods for teaching as evaluation so that students will not be taken by surprise. Evaluation will be fair and honest, timely, and continuous so that student will not have undue worry. I will solicit honest input and feedback from students and co-faculty for both summative and formative evaluation, and practice self-evaluation with emotional intelligence so that I continuously improve, and my students get my very best. I will advocate for my students when necessary and genuinely care about their accomplishments. All of this equates to what I consider good teaching and a student-centered and caring foundation for my nursing education classroom in the 21st century.
References
Chickering, A. & Ehrmann, S. C., Implementing the Seven Principles: Technology as Lever. (1990). Retrieved 8/9/2015 from:http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Technology/seven_principles.pdf
Hsiang-Chu, P., Cheng-Joo, E., & Hui-Ling, K. (2013). Effect Of Caring Behavior On Disposition Toward Critical Thinking Of Nursing Students. Journal Of Professional Nursing, 29(6), 423-429. doi:10.1016/j.profnurs.2012.05.006
Sandvik, A., Eriksson, K., & Hilli, Y. (2014). Becoming a caring nurse - A Nordic study on students' learning and development in clinical education. Nurse Education in Practice, 14(3), 286-92. doi:http://dx.doi.org/10.1016/j.nepr.2013.11.001
Sawatzky, J., Enns, C., Ashcroft, T., Davis, P., & Harder, B. (2009). Teaching excellence in nursing education: a caring framework. Journal Of Professional Nursing, 25(5), 260-266. doi:10.1016/j.profnurs.2009.01.017
Based on the evidence found in nursing literature, a caring and student-centered framework will be the foundation of my 21st century nurse educator role. A caring and student-centered approach is also evident in my personal philosophy of nursing education (link here). I will also approach teaching with palpable enthusiasm as a course facilitator, motivator, role model, mentor and coach. In order to be effective, I will first need to know the content I am teaching and the most effective active learning strategies to facilitate student learning. This requires active engagement with a spirit of inquiry in the literature and research for course content and scholarship of teaching to deliver an evidence base for practice for both myself and my students. I will arm myself through continuous investigation with the best methods available to convey knowledge and help the students reach their goals. I will put comprehensive effort into planning curriculum and consider all learning domains to reach all types of learners. I will assess each unique class and change strategy to meet the needs of each individual audience. I will not be afraid to try new methods for the benefit of my students. I will work within the program so that my outcomes are congruent with program outcomes to facilitate student achievement. The students will need clear guidelines so that expectations and outcomes are known so that I can emphasize preparedness and hold both myself and students accountable for success. Class norms will be set so that a respectful, supportive, and safe learning environment will be established to recognize the unique contributions of each diverse individual. Collaboration among students and faculty will be promoted to enhance active learning. I will strive to be present with students with openness toward their point of view, active listening, and always ask what they need. I will make myself available for student’s questions with an open door policy and be friendly and approachable with a “no question is a dumb question” rule. I will use the same methods for teaching as evaluation so that students will not be taken by surprise. Evaluation will be fair and honest, timely, and continuous so that student will not have undue worry. I will solicit honest input and feedback from students and co-faculty for both summative and formative evaluation, and practice self-evaluation with emotional intelligence so that I continuously improve, and my students get my very best. I will advocate for my students when necessary and genuinely care about their accomplishments. All of this equates to what I consider good teaching and a student-centered and caring foundation for my nursing education classroom in the 21st century.
References
Chickering, A. & Ehrmann, S. C., Implementing the Seven Principles: Technology as Lever. (1990). Retrieved 8/9/2015 from:http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Technology/seven_principles.pdf
Hsiang-Chu, P., Cheng-Joo, E., & Hui-Ling, K. (2013). Effect Of Caring Behavior On Disposition Toward Critical Thinking Of Nursing Students. Journal Of Professional Nursing, 29(6), 423-429. doi:10.1016/j.profnurs.2012.05.006
Sandvik, A., Eriksson, K., & Hilli, Y. (2014). Becoming a caring nurse - A Nordic study on students' learning and development in clinical education. Nurse Education in Practice, 14(3), 286-92. doi:http://dx.doi.org/10.1016/j.nepr.2013.11.001
Sawatzky, J., Enns, C., Ashcroft, T., Davis, P., & Harder, B. (2009). Teaching excellence in nursing education: a caring framework. Journal Of Professional Nursing, 25(5), 260-266. doi:10.1016/j.profnurs.2009.01.017