Student-Centered Teacher
The qualities of an effective student-centered teacher are respect, passion, flexibility, caring, and the desire to nurture and develop the student’s curiosity, and enthusiasm about the profession. I envision myself being that teacher by critiquing my teaching methods and delivery of theory to the needs of the individual students, providing a variety of activities that will meet each students needs throughout the course of the class. Caring will be central to my focus as a 21st century nurse educator and evidenced by my passion for the nursing profession and desire to teach each student with thought of their individual needs while meeting the groups needs as a whole and preparing strong, well prepared nurses ready to take on the nursing profession by storm. I want to provide clear objectives in relation to the class and the intended outcomes. I want to see each student succeed and provide them with every opportunity to do so. I recognize this can too be a weakness for me, and can be discouraging if I don't feel I have reached my full potential and fallen short in any capacity as it relates to educating the students.
As a nursing student my professors recognized each individual students talents and skills and made every attempt to further develop those talents and skills whether they were in the classroom or in the clinical environment. For me, returning to college as an adult student and attempting to complete the traditional BSN program with many, many years of experience from a variety of clinical settings and backgrounds as a LPN was difficult for me because the material was not new for me but required and, there was not a fast track option offered so I had to painfully sit through each class with little challenge at times. My instructors recognized this and made many attempts to find other ways of challenging me in the classroom and in the clinical setting, from working with students in a group in class that would require some guidance from an advanced student (like myself), to providing other opportunities for learning for me in the clinical area. These options were important for me because it fostered my desire to teach and still afforded me the opportunity to learn - ALL characteristics of a great instructor.
As a nursing student my professors recognized each individual students talents and skills and made every attempt to further develop those talents and skills whether they were in the classroom or in the clinical environment. For me, returning to college as an adult student and attempting to complete the traditional BSN program with many, many years of experience from a variety of clinical settings and backgrounds as a LPN was difficult for me because the material was not new for me but required and, there was not a fast track option offered so I had to painfully sit through each class with little challenge at times. My instructors recognized this and made many attempts to find other ways of challenging me in the classroom and in the clinical setting, from working with students in a group in class that would require some guidance from an advanced student (like myself), to providing other opportunities for learning for me in the clinical area. These options were important for me because it fostered my desire to teach and still afforded me the opportunity to learn - ALL characteristics of a great instructor.
Deep Learning Objectives
It is important to develop learning objectives that will foster learning and understanding in students and not just simple memorization which can be regurgitated on an exam, test, or quiz. Deep learning and surface learning are concepts in academia that refers to an approach which is recognized in education and educational research in higher education.
As I originally stated deep learning is an approach to education where students are aiming to understand what they have been taught; it involves critical analysis of ideas, and the ability to link them to previously learned concepts and principles which eventually will lead to the long-term retention of the concepts that can be used for problem solving, as well as application to life. In deep learning, students look for the meaning, they actively interact in the learning process, while making connections and inferences in the material and the course to real life scenarios.
Surface learning is in contrast to deep learning where the student is seeking only to learn enough about the material being taught to be able to reproduce it at the time of a test or exam; it refers to memorization which leads to superficial retention of material and does not promote long-term understanding and retention of knowledge or information. In surface learning, the student relies on repletion in learning, they receive information passively, looking at each module in the course and information therein as separate and not connected to the course as a whole, nor do they build from previous knowledge, observing the information in the course as simply, information to be learned for an exam.
When looking to teach students, using a student-centered learning approach that stimulates deep learning in students will encourage the student to adopt a deep learning approach. It is important that I develop learning objectives that provides a student centered framework which encourages critical thinking, and a higher approach to learning (use of a higher level of cognition). The learning objectives should encourage self-confidence, self-efficacy, and self-motivation in student learning; this approach is especially helpful when working with adult learners or students who approach learning from an approach that looks at how what the student has learned will be applicable in real life; this is why case study, simulation, group discussion, and student presentation is helpful and stimulates deep learning.
As I originally stated deep learning is an approach to education where students are aiming to understand what they have been taught; it involves critical analysis of ideas, and the ability to link them to previously learned concepts and principles which eventually will lead to the long-term retention of the concepts that can be used for problem solving, as well as application to life. In deep learning, students look for the meaning, they actively interact in the learning process, while making connections and inferences in the material and the course to real life scenarios.
Surface learning is in contrast to deep learning where the student is seeking only to learn enough about the material being taught to be able to reproduce it at the time of a test or exam; it refers to memorization which leads to superficial retention of material and does not promote long-term understanding and retention of knowledge or information. In surface learning, the student relies on repletion in learning, they receive information passively, looking at each module in the course and information therein as separate and not connected to the course as a whole, nor do they build from previous knowledge, observing the information in the course as simply, information to be learned for an exam.
When looking to teach students, using a student-centered learning approach that stimulates deep learning in students will encourage the student to adopt a deep learning approach. It is important that I develop learning objectives that provides a student centered framework which encourages critical thinking, and a higher approach to learning (use of a higher level of cognition). The learning objectives should encourage self-confidence, self-efficacy, and self-motivation in student learning; this approach is especially helpful when working with adult learners or students who approach learning from an approach that looks at how what the student has learned will be applicable in real life; this is why case study, simulation, group discussion, and student presentation is helpful and stimulates deep learning.
Creative Teaching
The thought of teaching is exciting to me. It is an opportunity to share my knowledge, love, and passion for the profession of nursing with someone else who may also develop the same or greater passion. As I reflect on my own creativity and how I might tap into my creativity in the teaching and learning environment, it brings me to a place in my mind that is free and open to roam. I envision the learning environment as endless opportunities and adventures that are intriguing, exciting, and inviting. This is the space I want to draw my students into, to view the world through multidimensional lenses.
When I think of creativity, the term divergent comes to mind because the term divergent simply means to develop in different directions, or simply to “think outside the box.” In my teaching, I will support and encourage divergent thinking such as: providing positive criticism and praise, encourage the gathering of execution of various ideas, encouraging different perspectives (allowing the student to think outside the box), and encouraging the building of ideas and working together. I believe that a student who is allowed and encouraged to express their creativity in the learning environment supports individual expression, encourages autonomy and ownership, and helps the learner appreciate how they learn, which also allows the student to learn from their failures.
I firmly believe I have been called to the profession of nursing and nursing educator because I find that I have a sense of peace and I find joy in my actions, in addition to loving what I do. I love providing care to my patient’s, and teaching along the way, and I have found that it is something that I just do, without thought to any action. At the start of each work day I pray, “Heavenly father, please guide thoughts, hands, and actions with the skills and knowledge you have blessed me with; an open mind to accept the challenges I am faced with; compassionate and understanding ears to listen; and guide my speech with comforting and encouraging words; Most of all, give me the strength to continue my servitude giving hope and faith to all I have been called to serve.”
When I think of creativity, the term divergent comes to mind because the term divergent simply means to develop in different directions, or simply to “think outside the box.” In my teaching, I will support and encourage divergent thinking such as: providing positive criticism and praise, encourage the gathering of execution of various ideas, encouraging different perspectives (allowing the student to think outside the box), and encouraging the building of ideas and working together. I believe that a student who is allowed and encouraged to express their creativity in the learning environment supports individual expression, encourages autonomy and ownership, and helps the learner appreciate how they learn, which also allows the student to learn from their failures.
I firmly believe I have been called to the profession of nursing and nursing educator because I find that I have a sense of peace and I find joy in my actions, in addition to loving what I do. I love providing care to my patient’s, and teaching along the way, and I have found that it is something that I just do, without thought to any action. At the start of each work day I pray, “Heavenly father, please guide thoughts, hands, and actions with the skills and knowledge you have blessed me with; an open mind to accept the challenges I am faced with; compassionate and understanding ears to listen; and guide my speech with comforting and encouraging words; Most of all, give me the strength to continue my servitude giving hope and faith to all I have been called to serve.”
Clinical Learning
As I reflect on the attributes that I wish to embrace, as well as
strengthen as I enact the role of clinical nurse educator, I begin to reflect
on the nurse educators who I came in contact with in my educational
endeavors. I recall my educators having some very strong attributes that
helped mold me as a nurse, clinician, and future educator. I have
precepted students, as well as new employees and each time I have done so, I
reflect on how I can improve myself for the better to positively impact others.
I like to think of myself as a nurse who inspires, encourages, and demonstrates
what it is to be committed to my patients needs and advocate for them whenever
necessary.
There are several qualities that a good nurse educator should poses and one of them is a sense of humor; the ability to laugh and smile when appropriate, demonstrates your human side. I’ve heard it said that patience is a virtue; well as a nurse educator it is essential, and students will immediately pick up on anxiety and discouragement when the nurse educator lacks such a quality; remaining calm and remembering that education is a teaching and learning experience for both. Insightfulness and emotional intellect is another important trait of a nurse educator that encourages success in students; it is this insightfulness and emotional intellect that enables the educator to recognize a student that may need extra help to be successful, or giving a student more of a challenge who is doing especially well. Nursing is a very difficult job requiring endless dedication and a belief that they are changing the world one person at a time. As an educator, it is important that students see this dedication; it inspires the student, by demonstrating the instructor has not lost their spark for the profession; nursing instructors are leading by example. Nurse’s poses the ability to adapt too many situations, and this skill is important to the nurse educator as well; by having the ability to adjust without missing a beat keeps the class setting balanced and flowing. Having strong social skills and the ability to communicate effectively is demonstrated by the educator and is demonstrated by emotional stability showing restraint with anger and having empathy for others, ethical responsible actions while caring for others, and appropriate behaviors such as sharing and taking turns demonstrating team work. Having a positive attitude towards situations and the ability to critically reflect on our actions with the understanding that we all make mistakes is an ongoing developing trait in a nurse educator; as nurse educators, we are continuously learning. Nurse educators must have an air of confidence about themselves, their talents, and abilities in order to teach student nurses how it is done; after all, it’s the nurse educators confidence in themselves and what they do that gives the nursing students confidence in themselves. A nurse educator should have passion not only for the profession of nursing but as a nurse educator as well. Students will recognize the love the nurse educator exudes in all aspects of teaching, and it is that passion that really makes for a great educator.
The role of the clinical educator has an opportunity to strongly influence the student in the clinical learning environment. The paragraph that I elaborated on with regards to positive attributes of a clinical educator I see was not clear. I failed to add that these are the attributes that I poses and I feel they emulate the attributes of a clinical educator. As for the role of the educator, I feel the educator should also be a critical thinker with competence related to knowledge and skill prepared to educate nursing students in the clinical environment. A valid interest in teaching should be noticeable, and most importantly, the clinical educator takes on the role of a mentor to the student, someone the student looks up to and aspires to be like, therefore, the educator must remain professional.
There are several qualities that a good nurse educator should poses and one of them is a sense of humor; the ability to laugh and smile when appropriate, demonstrates your human side. I’ve heard it said that patience is a virtue; well as a nurse educator it is essential, and students will immediately pick up on anxiety and discouragement when the nurse educator lacks such a quality; remaining calm and remembering that education is a teaching and learning experience for both. Insightfulness and emotional intellect is another important trait of a nurse educator that encourages success in students; it is this insightfulness and emotional intellect that enables the educator to recognize a student that may need extra help to be successful, or giving a student more of a challenge who is doing especially well. Nursing is a very difficult job requiring endless dedication and a belief that they are changing the world one person at a time. As an educator, it is important that students see this dedication; it inspires the student, by demonstrating the instructor has not lost their spark for the profession; nursing instructors are leading by example. Nurse’s poses the ability to adapt too many situations, and this skill is important to the nurse educator as well; by having the ability to adjust without missing a beat keeps the class setting balanced and flowing. Having strong social skills and the ability to communicate effectively is demonstrated by the educator and is demonstrated by emotional stability showing restraint with anger and having empathy for others, ethical responsible actions while caring for others, and appropriate behaviors such as sharing and taking turns demonstrating team work. Having a positive attitude towards situations and the ability to critically reflect on our actions with the understanding that we all make mistakes is an ongoing developing trait in a nurse educator; as nurse educators, we are continuously learning. Nurse educators must have an air of confidence about themselves, their talents, and abilities in order to teach student nurses how it is done; after all, it’s the nurse educators confidence in themselves and what they do that gives the nursing students confidence in themselves. A nurse educator should have passion not only for the profession of nursing but as a nurse educator as well. Students will recognize the love the nurse educator exudes in all aspects of teaching, and it is that passion that really makes for a great educator.
The role of the clinical educator has an opportunity to strongly influence the student in the clinical learning environment. The paragraph that I elaborated on with regards to positive attributes of a clinical educator I see was not clear. I failed to add that these are the attributes that I poses and I feel they emulate the attributes of a clinical educator. As for the role of the educator, I feel the educator should also be a critical thinker with competence related to knowledge and skill prepared to educate nursing students in the clinical environment. A valid interest in teaching should be noticeable, and most importantly, the clinical educator takes on the role of a mentor to the student, someone the student looks up to and aspires to be like, therefore, the educator must remain professional.
Letter to My Future Nursing Students
Dear nursing students,
I’d like to stop and take this moment to say welcome, as you embark on a career that can and will lead you to endless opportunities, with multitudes of rewards. You have taken the first step of many on your lifelong journey of learning, and what a wonderful journey it is.
In years past, teachers would stand before a class of nursing students lecture, and write what they wanted the student to remember on the board while the students took word for word notes. This environment is known as teacher centered learning; it was considered the norm, and what educators believed to be effective for everyone. I too felt that class was taught based on the teachers comfort level, not taking into consideration the student’s needs. However, that is the old way of thinking, teaching, and learning, the education of the classroom now takes a different approach for the better – student centered learning.
In a student centered learning approach, students learn with and from each other in addition to the lesson plan that the instructor has put in place. In this course, I have set clear course and learning objectives that will incorporate student centered strategies to facilitate learning and help meet the needs of each learner. Some characteristics and activities in this class that you may note are specific to this class which encourage a student centered environment are: instruction is differentiated based on the needs of the class, inclusion of technology (web, clickers, interactive white board, etc.), variety in group assignments for group work to encourage active discussion and input from all students, use of authentic, practical and realistic activities to facilitate learning, use of outside resources for instruction, and ongoing assessment for instructor and student. The inclusion of these characteristics and activities encourage a comfortable open environment for the student and optimizes the opportunity for interaction and communication amongst student and the instructor.
So you ask, what does this mean for you as a class? Buckle up and get prepared to be engaged in an active learning experience. You will be expected to share, ask questions, prepare, present, and be completely engaged in your learning experience. As a nurse educator, I am here to help you grow from normal everyday people, and into critical thinkers that are extraordinary nurses. It is my greatest pleasure to be your tour guide on this journey. Again welcome, now let’s get started.
Your future Nursing Instructor
I’d like to stop and take this moment to say welcome, as you embark on a career that can and will lead you to endless opportunities, with multitudes of rewards. You have taken the first step of many on your lifelong journey of learning, and what a wonderful journey it is.
In years past, teachers would stand before a class of nursing students lecture, and write what they wanted the student to remember on the board while the students took word for word notes. This environment is known as teacher centered learning; it was considered the norm, and what educators believed to be effective for everyone. I too felt that class was taught based on the teachers comfort level, not taking into consideration the student’s needs. However, that is the old way of thinking, teaching, and learning, the education of the classroom now takes a different approach for the better – student centered learning.
In a student centered learning approach, students learn with and from each other in addition to the lesson plan that the instructor has put in place. In this course, I have set clear course and learning objectives that will incorporate student centered strategies to facilitate learning and help meet the needs of each learner. Some characteristics and activities in this class that you may note are specific to this class which encourage a student centered environment are: instruction is differentiated based on the needs of the class, inclusion of technology (web, clickers, interactive white board, etc.), variety in group assignments for group work to encourage active discussion and input from all students, use of authentic, practical and realistic activities to facilitate learning, use of outside resources for instruction, and ongoing assessment for instructor and student. The inclusion of these characteristics and activities encourage a comfortable open environment for the student and optimizes the opportunity for interaction and communication amongst student and the instructor.
So you ask, what does this mean for you as a class? Buckle up and get prepared to be engaged in an active learning experience. You will be expected to share, ask questions, prepare, present, and be completely engaged in your learning experience. As a nurse educator, I am here to help you grow from normal everyday people, and into critical thinkers that are extraordinary nurses. It is my greatest pleasure to be your tour guide on this journey. Again welcome, now let’s get started.
Your future Nursing Instructor