Transforming the Nurse Educator: A Journey into Storytelling and Transformative Reflection

2.50
Hdl Handle:
http://hdl.handle.net/10755/604218
Category:
Full-text
Type:
Presentation
Title:
Transforming the Nurse Educator: A Journey into Storytelling and Transformative Reflection
Author(s):
Fillmore, Laura; Phillips, Candice; Richards, Kandyce
Author Details:
Laura Fillmore RN, CNE lfillmore@chamberlain.edu Candice Phillips APRN, CNM, RN, CNE cphillips2@chamberlain.edu Kandyce Richards RN, APN krichards@chamberlain.edu
Abstract:
Session presented on Saturday, April 9, 2016: Participants venture into a research-based transformative learning experience using storytelling and critical reflection to challenge assumptions, gather insights, and raise questions about teaching. New revelations embolden participants to bring insight to individual and collective processes of reflection, generate shared meanings, and advance teaching excellence. An immersive workshop encourages the participant to explore, examine, and consider assumptions around teaching and learning. Participants will engage through story telling and reflective pedagogy with other faculty to examine and evaluate teaching and learning assumptions. Ensuring success and satisfaction in the academic role is essential to prepare future educators and assist them in their professional development, as well as enrich the competencies of experienced educators. Additionally, positive experiences can lead to continuing commitment of faculty to the academic institution. Little nursing literature exists regarding developing educator competencies to support and guide continued growth and development in the educator role. Furthermore, little is known about what methods effectively socialize nurses into the role of educator, or facilitate ongoing role development along the career trajectory (Fairbrother, Rafferty, Woods, Tyler, & Howell, 2015; Kuiper, 2012). Other areas that lack attention in the literature are proven methods to develop educator competencies to optimize student learning outcomes (Felver et al., 2010). Discussion will explore opportunities for improved practice and areas to develop.Faculty competencies require a specialized pedagogical base that integrates the art and science of nursing practice with the teaching and learning process. Indeed, faculty need pedagogical approaches beyond traditional methods to facilitate student learning of new competencies, while creating an active and participatory educational environment aligned with the realities of today’s nursing practice (Benner et al., 2010; Sherwood & Horton-Deutsch, 2014). No longer can past experience and education be used to meet present and future educational needs. Transforming learning is requisite to transformative practice which requires new ways of teaching (McComish & Parson, 2013).
Keywords:
reflective pedagogy; Transformative learning; faculty development
Repository Posting Date:
1-Apr-2016
Date of Publication:
1-Apr-2016
Other Identifiers:
NERC16E06
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleTransforming the Nurse Educator: A Journey into Storytelling and Transformative Reflectionen
dc.contributor.authorFillmore, Lauraen
dc.contributor.authorPhillips, Candiceen
dc.contributor.authorRichards, Kandyceen
dc.author.detailsLaura Fillmore RN, CNE lfillmore@chamberlain.edu Candice Phillips APRN, CNM, RN, CNE cphillips2@chamberlain.edu Kandyce Richards RN, APN krichards@chamberlain.eduen
dc.identifier.urihttp://hdl.handle.net/10755/604218en
dc.description.abstractSession presented on Saturday, April 9, 2016: Participants venture into a research-based transformative learning experience using storytelling and critical reflection to challenge assumptions, gather insights, and raise questions about teaching. New revelations embolden participants to bring insight to individual and collective processes of reflection, generate shared meanings, and advance teaching excellence. An immersive workshop encourages the participant to explore, examine, and consider assumptions around teaching and learning. Participants will engage through story telling and reflective pedagogy with other faculty to examine and evaluate teaching and learning assumptions. Ensuring success and satisfaction in the academic role is essential to prepare future educators and assist them in their professional development, as well as enrich the competencies of experienced educators. Additionally, positive experiences can lead to continuing commitment of faculty to the academic institution. Little nursing literature exists regarding developing educator competencies to support and guide continued growth and development in the educator role. Furthermore, little is known about what methods effectively socialize nurses into the role of educator, or facilitate ongoing role development along the career trajectory (Fairbrother, Rafferty, Woods, Tyler, & Howell, 2015; Kuiper, 2012). Other areas that lack attention in the literature are proven methods to develop educator competencies to optimize student learning outcomes (Felver et al., 2010). Discussion will explore opportunities for improved practice and areas to develop.Faculty competencies require a specialized pedagogical base that integrates the art and science of nursing practice with the teaching and learning process. Indeed, faculty need pedagogical approaches beyond traditional methods to facilitate student learning of new competencies, while creating an active and participatory educational environment aligned with the realities of today’s nursing practice (Benner et al., 2010; Sherwood & Horton-Deutsch, 2014). No longer can past experience and education be used to meet present and future educational needs. Transforming learning is requisite to transformative practice which requires new ways of teaching (McComish & Parson, 2013).en
dc.subjectreflective pedagogyen
dc.subjectTransformative learningen
dc.subjectfaculty developmenten
dc.date.available2016-04-01T11:27:42Zen
dc.date.issued2016-04-01en
dc.date.accessioned2016-04-01T11:27:42Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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