Challenge with care: reflections on teaching excellence. J Prof Nurs 2011;27(6):378-84
Date
12/07/2011Pubmed ID
22142914DOI
10.1016/j.profnurs.2011.04.014Scopus ID
2-s2.0-83055196765 (requires institutional sign-in at Scopus site) 6 CitationsAbstract
A number of faculty have had no formal preparation to teach. Because little nursing research has focused on teaching excellence in recent years, when both nursing practice and approaches to teaching and learning have changed remarkably, this analysis integrates present perspectives and the research foundation for teaching nursing. A constant comparative method incorporating 27 doctoral student reflections and analysis of literature from 1960 to present resulted in four major categories: know and honor students, enthused, knowledgeable, and student centered. Linking the major categories, an Excellent Teacher Circle of Distinction emerged, described as "with enthusiasm and compassion the teacher engages the students and invites learning in a non-judgmental manner, yet, expectations of reciprocal respect and perseverance are present." Better understanding of this foundation can provide direction for those new to teaching, as well as experienced faculty, so as to better prepare the nurses of tomorrow.
Author List
Lerret SM, Frenn MAuthors
Marilyn D. Frenn PhD Professor in the College of Nursing department at Marquette UniversityStacee Lerret PhD Professor Hybrid in the Pediatrics department at Medical College of Wisconsin
MESH terms used to index this publication - Major topics in bold
Education, NursingTeaching
