Book•
Educating nurses : a call for radical transformation
01 Jan 2010-
TL;DR: The Carnegie National Nursing Education Study as mentioned in this paper found that teaching and learning in the classroom and skills lab is more effective than teaching for a sense of saliency in the clinical domain, and that teaching for moral imagination is more appropriate for the role of moral imagination.
Abstract: Foreword. Acknowledgments. The Authors. Introduction. PART ONE: Transformation, Crisis, and Opportunity. 1. A Profession Transformed. 2. Teaching and Learning in Clinical Situations. 3. Teaching and Learning in the Classroom and Skills Lab. 4. A New Approach to Nursing Education. PART TWO: Teaching for a Sense of Salience. 5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher. 6. Strategies for Teaching for a Sense of Salience. PART THREE: Integrative Teaching for Clinical Imagination. 7. Paradigm Case: Lisa Day, Classroom and Clinical Instructor. 8. Developing a Clinical Imagination. 9. Connecting Classroom and Clinical Through Integrative Teaching and Learning. PART FOUR: Teaching for Moral Imagination. 10. Paradigm Case: Sarah Shannon, Nurse Ethicist. 11. Being a Nurse. 12. Formation from a Critical Stance. PART FIVE: A Call for Radical Transformation. 13. Improving Nursing Education at the Program Level. Appendix: Methods for the Carnegie National Nursing Education Study. References. Index.
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Harvard University1, China Medical Board2, Aga Khan University3, Washington University in St. Louis4, Cayetano Heredia University5, Peking University6, National Health Laboratory Service7, University of Pennsylvania8, University of Toronto9, Rockefeller Foundation10, Public Health Foundation of India11, The Sage Colleges12, Bill & Melinda Gates Foundation13, Makerere University14, American University of Beirut15
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References
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TL;DR: This study examines the relationship between covering content and thinking by explicating the common experiences of teachers enacting interpretive pedagogies and presents "Covering Content" and Teaching Thinking: Deconstructing the Additive Curriculum.
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182 citations
"Educating nurses : a call for radic..." refers background in this paper
...…been struggling to develop their students’ skills in clinical reasoning, critical thinking, and sense of moral agency, as opposed to “covering content,” as in an additive curriculum where it is assumed that if important material is “covered,” then thinking will necessarily follow (Ironside, 2004)....
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