Educating Nurses: A Call for Radical Transformation by Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day,

By Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day, Lee S. Shulman

Because the final nationwide nursing schooling research 40 years in the past, profound alterations in technology, expertise, sufferer activism, the market-driven overall healthiness care atmosphere, and the character of nursing perform have all notably remodeled nursing schooling. Educating Nurses, a part of the coaching for the Professions sequence from the Carnegie origin for the development of training, explores key matters for the way forward for the sphere in addition to options for progressive adjustments for directors and school in nursing faculties and courses.

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Extra resources for Educating Nurses: A Call for Radical Transformation

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As an educator, in particular as an educator of teachers, I was equally struck by the attention to the role of nurse as teacher. The work of a nurse is not complete, we were told, when a disease has been healed but when a patient has been prepared to return to a life that is self-managed and independent. For this nurses regularly are expected to teach: to explain to patients how they must care for themselves and why, what new habits of eating and exercising, self-examination and self-regulation they need to develop in order to live healthy productive lives.

Additionally, the team conducted extensive interviews with senior students about their experiences in nursing. To complement the site visits, the research included three national surveys of faculty and students, conducted in collaboration with leading nursing organizations: the American Association of Colleges of Nursing (AACN), the National League for Nursing (NLN), and the National Student Nurses’ Association (NSNA). We have incorporated the findings from these surveys into this report, along with student and faculty comments.

How does the student nurse learn to recognize possible good and less-than-optimal ends in actual clinical situations? In Part Two, we use a paradigm case to explore how the teacher helps students develop a sense of salience in clinical settings and how the teacher might then guide the students to draw on relevant research and consider possible interventions for the particular situation. Good clinical judgment can never be reduced to the technical aspects of the situation or to a list of tasks to be accomplished.

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