¶ … Nursing Documents
Teaching in Nursing: The Faculty Role
Prior to the opening chapter of their comprehensive academic textbook Teaching in Nursing: A Guide for Faculty, experienced nursing educators Diane M. Billings and Judith A. Halstead set forth a clearly stated purpose for the chapter, stating that it "provides a brief historical perspective of the faculty role, identifies faculty rights and responsibilities, and describes the process of faculty appointment, promotion, and tenure within the current context" (2005). The information contained within Chapter 1 -- titled "The Faculty Role" and authored by Linda M. Finke, Ph.D, RN, covers a wide range of pertinent topics, including the historical role of faculty in higher education and the contentious issues of faculty appointment, promotion and tenure.
Chapter 3 -- Teaching Strategies for Nurse Educators: Motivation and Behavior Change
The third chapter of Teaching Strategies for Nurse Educators was written by Joanna Hayden, Ph.D, and covers the complexities of behavioral change which educators must master in the hope of properly training nursing students. Hayden examines the role of learner characteristics, such as age, gender and socioeconomic status, in the eventual absorption of clinical lessons by nursing students, before eventually observing that "approaching the educational process from a theoretical basis enables the nurse educator to identify methods most likely to produce the best results" (2005). According to Hayden, a nurse educator must remain willing to apply their own knowledge and experience through multiple theoretical lenses, in order to positively influence students despite their unique set of learner characteristics.
Chapter 4 -- Teaching Strategies for Nurse Educators: Literacy
This chapter is intended to provide a broad overview of literacy as an educational skill, while also showing how this term has evolved throughout the years to cover more aspects of learning than the basic ability to read and write. The implications of reduced literacy rates on the health care field are examined, with the author citing a study that concluded "42% of patients were unable to understand directions for taking medicine on an empty stomach and 26% were unable to comprehend written information scheduling their next appointment" (2005). The chapter also explores viable methods for nurses and other health care practitioners to mitigate the health risks posed by patient illiteracy, including ways to properly assess health-related literacy levels and techniques for helping patients to understand crucial instructions concerning medication.
Chapter 5 -- Teaching Strategies for Nurse Educators: Multicultural Aspects of Learning
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