Teaching Philosophy

Nurse educators with a guiding philosophy have a clearer idea of whom they are and what they wish to accomplish. In the book What Color Is Your Parachute? 2010 by Richard Bolles, the author reflects that everyone has three missions on earth (2009). It is his description of the third mission that captures my heart. “…Your third mission here on earth is one that is uniquely yours: to exercise the talent that you particularly came to earth to use - your greatest gift, which you most delight to use, in the place or settings that God has caused to appeal to you the most, and for the purposes that God most needs to have done in the world” (Bolles, 2009, p. 248).

As a nurse I desire to be caring, kind, attentive and efficient, yet I ‘delight’ to be intentional and present in the moment. Whether I am working as a nurse researcher or an educator, I try to implement this philosophy of an intentional caring presence. This is my gift “which I most delight to use” (Bolles, 2009).

Murphy (2007) observes that just as nurses care for patients, nurse educators’ care for students. Nursing education is indeed a high calling. It consists of innovatively teaching students, while fairly and respectfully evaluating them. The nurse educator must model clinical expertise, while also modeling integrity.

An environment of scholarship must be carefully constructed and planned to provide a safe and caring class which partners with the student to creatively engage them in the learning process, while encouraging personal responsibility. Objectives must clearly articulate the expectations within the class. Engagement is achieved by utilizing various innovative teaching strategies that encourage active learning. In the traditional classroom, team-based learning, role-playing, case studies and simulation activities are just some of the methodologies that reinforce and enhance understanding. In the online setting, reflective writings, portfolios, projects and presentations can be utilized to evaluate learning, in addition to tests, especially for activities requiring a demonstration of greater cognitive depth and understanding. These measures can gauge deeper levels of cognitive understanding. As the nurse constantly assesses her patient, the nurse educator must also assess and reevaluate teaching and learning strategies and outcomes.

References

Bolles, R. N. (2009). What Color Is Your Parachute? 2010. New York, N.Y.: Ten Speed Press.

Murphy, J. (2007). Role transition: Using partnerships and cognitive apprenticeship to become a nurse educator. In Moyer, F. (Ed.), Nursing education: Foundations for practice excellence (pp. 265-281).