Seasoned Nurse Educators Possess Wisdom About Teaching

Topic 1seasoned Nurse Educators Possess Wisdom About Teaching A Kind

Generate a list of questions you will ask during the interview such as teaching strategies, theories, technology, and evaluation techniques. Conduct the interview. Your discussion post should include: The setting. How the interview was conducted. The questions asked and the responses given. Anything else you think to be important.

Paper For Above instruction

Teaching in the nursing profession requires not only clinical expertise but also the wisdom that comes from extensive experience in education. Seasoned nurse educators possess a valuable set of insights—sometimes referred to as “with-it-ness”—that enable them to effectively guide students and foster their professional development (Benner, Sutphen, Leonard, & Day, 2010). Gaining access to this wisdom can be instrumental for novice educators, which underscores the importance of conducting interviews with experienced mentors within the field. Such interviews can illuminate effective teaching strategies, theoretical underpinnings, utilization of technology, and assessment techniques that seasoned educators employ.

The setting chosen for this interview was a local college’s nursing simulation lab, renowned for hosting experienced faculty deeply engaged in both academic and clinical teaching. The interview was conducted in a quiet, private office adjacent to the simulation area to ensure confidentiality and a conducive environment for open dialogue. The method of conduction was a semi-structured face-to-face interview, allowing for flexibility in exploring responses while maintaining a focused line of questioning. Prior to the interview, a comprehensive list of questions was prepared, covering various themes pertinent to effective teaching in nursing education.

The questions posed included: “What teaching strategies do you find most effective when instructing nursing students?” “Can you describe how you incorporate educational theories into your teaching practices?” “What technology tools have you integrated into your teaching, and how effective are they?” and “How do you evaluate student learning and performance?” The educator responded by emphasizing the importance of active learning techniques, such as simulation and case-based discussions, which foster critical thinking and clinical reasoning. They highlighted constructivist theories, particularly experiential learning, as foundational to their approach (Kolb, 1984). Regarding technology, they shared successful use of virtual simulation platforms and online modules to enhance engagement and accommodate diverse learning styles.

In terms of assessment, the educator described a combination of formative assessments, like quizzes and practical observations, and summative evaluations, such as final clinical evaluations and written exams. They stressed ongoing feedback and reflection as vital components of formative assessment, allowing students to adjust their learning strategies promptly. The educator also shared insights into how technology facilitates real-time feedback and tracking of student progress. Overall, the interview underscored the multifaceted nature of teaching in nursing—requiring adaptability, technological integration, and continuous assessment—fostered over years of practical and pedagogical experience.

Further, the importance of mentorship emerged from the interview, with the educator emphasizing the value of reflective practice and lifelong learning. They advised novice educators to observe experienced colleagues, seek feedback, and stay current with educational research to develop their “with-it-ness.” This interview provided a rich understanding of how seasoned nurse educators effectively navigate the complexities of teaching, ultimately enhancing student success and professional readiness.

References

• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Lewin, K. (1951). The field theory in social science. Harper & Row.
• Oermann, M. H., & Gaberson, K. B. (2016). Evaluation and testing in nursing education (5th ed.). Springer Publishing.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
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• Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
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• Yonge, O., & Myrick, F. (2006). Cultivating expert clinical judgment. The Journal of Continuing Education in Nursing, 37(8), 369–373.