Nursing Teaching Philosophy: Goals, Theory, and Practice

Personal Objectives for Teaching

My personal objective for teaching is to inspire students to continue pursuing learning. I do not believe that my goal as a teacher of nursing is simply to impart knowledge related to whatever module or learning objectives I have at a particular moment while working with students. Instead, my true aim is to convey that knowledge so well and in such an accessible, interactive way that it fosters a genuine passion for learning about nursing in my students. I want them to learn from me, but I also want them to see that what I am teaching them is only part of a larger, evolving truth related to this profession.

I want my students to understand that they too can conduct research and attain a standing within this profession that enables them to make evidence-based discoveries (Mattila et al., 2013, p. 423) and contribute to the science of nursing. I truly believe that my job as a teacher of nursing is no less than to help foster the next generation of nursing professionals and nursing educators. I chose this career path because I was largely inspired by one of my own former teachers; if I can do the same for at least one of my students, I will have fulfilled my personal objectives for teaching.

Philosophy of Teaching and Learning

My personal philosophy of teaching and learning is that anyone can learn if they have sufficient motivation and adequate teaching (Stanistreet, 2012, p. 20). This philosophy is at variance with that of some others who tend to believe that certain people are naturally inclined toward higher education while others are suited only for lesser pursuits. I believe society as a whole needs to move away from such elitist rhetoric. The best teachers are those who find ways to reach their students, motivate them, and help them understand difficult concepts.

I actively seek out students who have particular learning difficulties or differences and attempt to tailor my pedagogy not only to account for those differences, but ultimately to help the student overcome them. I think that providing differentiated instruction in a way that also supports an entire group through "various modalities" (De Jesus, 2012, p. 5) is one of the hallmarks of a good teacher. I believe I have the potential to accomplish this, and that in doing so I can demonstrate that virtually anyone can learn virtually any subject — with the proper motivation and a skilled instructor.

Theoretical Basis of the Philosophy

Two theorists have chiefly influenced the theoretical basis of my philosophy of teaching and learning. The first is Howard Gardner and his theory of multiple intelligences. This theory supports my belief that virtually anyone can be reached and can learn effectively if an instructor simply understands how that person learns. Gardner posited that intelligence is not something measured solely by intelligence quotient, but that there are multiple distinct types of intelligence related to music, kinesthetic learning, linguistics, logic, and others (Helding, 2009, p. 193). This theory implies that a teacher must identify a student's area of intellectual strength and leverage it to the student's advantage.

Additionally, Callista Roy's adaptation theory propounds the notion that people draw on a variety of mechanisms — specifically those pertaining to society, psychology, and biological processes — in order to adapt to a constantly changing world (Moreno-Fergusson & Alvarado-Garcia, 2009, p. 63). This theory similarly implies that people can adapt to their circumstances and learn, as well as teach, accordingly. Together, these two frameworks form the foundation for my conviction that inclusive, responsive teaching is both possible and essential.