Since the last national nursing education study forty years ago, profound changes in science, technology, patient activism, the market-driven health care environment, and the nature of nursing practice have all radically transformed nursing education.
Since the last national nursing education study forty years ago, profound changes in science, technology, patient activism, the market-driven health care environment, and the nature of nursing practice have all radically transformed nursing education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
Produktdetails
Jossey-Bass/Carnegie Foundation for the Advancement of Teaching
PATRICIA BENNER directs The Carnegie Foundation for the Advancement of Teaching's Study of Nursing Education and is professor emerita at the University of California, San Francisco School of Nursing. She is a nursing educator and author of From Novice to Expert: Excellence and Power in Nursing Practice and other notable books on nursing practice and education. MOLLY SUTPHEN is on the faculty at the University of California, San Francisco and codirector of The Carnegie Foundation's Study of Nursing Education. She is a historian who has published widely on nursing education and the history of international health. VICTORIA LEONARD is a former nurse educator in maternal child nursing and health policy. Currently, she is a family nurse practitioner and child care health consultant at the UCSF California Childcare Health Program. LISA DAY is a former nurse educator in critical care, acute care nursing, and ethics. Currently, she is a clinical nurse specialist for neuroscience and critical care at UCSF Medical Center. She authors the ethics column for the American Journal of Critical Care.
Inhaltsangabe
Foreword ix Acknowledgments xv The Authors xix Introduction 1 PART ONE Transformation, Crisis, and Opportunity 17 1. A Profession Transformed 19 2. Teaching and Learning in Clinical Situations 41 3. Teaching and Learning in the Classroom and Skills Lab 63 4. A New Approach to Nursing Education 81 PART TWO Teaching for a Sense of Salience 93 5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher 97 6. Strategies for Teaching for a Sense of Salience 109 PART THREE Integrative Teaching for Clinical Imagination 127 7. Paradigm Case: Lisa Day, Classroom and Clinical Instructor 131 8. Developing a Clinical Imagination 143 9. Connecting Classroom and Clinical Through Integrative Teaching and Learning 155 PART FOUR Teaching for Moral Imagination 165 10. Paradigm Case: Sarah Shannon, Nurse Ethicist 169 11. Being a Nurse 177 12. Formation from a Critical Stance 201 PART FIVE A Call for Radical Transformation 211 13. Improving Nursing Education at the Program Level 215 Appendix: Methods for the Carnegie National Nursing Education Study 231 References 239 Index 249
Foreword ix Acknowledgments xv The Authors xix Introduction 1 PART ONE Transformation, Crisis, and Opportunity 17 1. A Profession Transformed 19 2. Teaching and Learning in Clinical Situations 41 3. Teaching and Learning in the Classroom and Skills Lab 63 4. A New Approach to Nursing Education 81 PART TWO Teaching for a Sense of Salience 93 5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher 97 6. Strategies for Teaching for a Sense of Salience 109 PART THREE Integrative Teaching for Clinical Imagination 127 7. Paradigm Case: Lisa Day, Classroom and Clinical Instructor 131 8. Developing a Clinical Imagination 143 9. Connecting Classroom and Clinical Through Integrative Teaching and Learning 155 PART FOUR Teaching for Moral Imagination 165 10. Paradigm Case: Sarah Shannon, Nurse Ethicist 169 11. Being a Nurse 177 12. Formation from a Critical Stance 201 PART FIVE A Call for Radical Transformation 211 13. Improving Nursing Education at the Program Level 215 Appendix: Methods for the Carnegie National Nursing Education Study 231 References 239 Index 249
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