Nurse education is the foundation for both professional nursing practice and critical nursing thought. This speaks to the immense responsibility and influence nurse educators may have in the development of our profession. Today, we share the work of nurse educator Jennifer Castleberry, reflecting on the components of her philosophy of education.
An organisation may have multiple objectives. The statement of philosophy is defined as an explanation of the systems of beliefs that determine how a mission or a purpose is to be achieved. An organisation’s philosophy states the beliefs, concepts and principles of an organization.
The foundation of education is based on the behaviorism competence. Learning at the proficiency level or mastery learningis explained by behaviorisms, which both of these are from the expected learning outcomes of the nursing.
Caring is the central focus and is viewed as the essence of nursing. Caring is seen as essential to the relationship and enables the nurse and patient to work together to help the patient obtain the optimal level of wellness and surrounds all core competencies.
“Philosophy of nursing education is the written statement of the believes, values, attitudes and ideas which the faculty as a group agreed upon in relation to the nursing educational program such as health, disease, nursing, nurse, nursing profession, education, learner, society, patient nursing education and preparation of nurses.”
· Beliefs and values with regard to man in general and specifically man as the learner, teacher, nurse and the client and the beliefs about health, illness, society, nursing, and learning etc. · Seeks to study the process and discipline of education in order to understand how it works, ...
It is based on the view that reality is what works right now. Schools exist to discover and expand the society we live in. Students study social experiences and solve problems
Person’s behavior is the result of environmental conditioning. Man is a passive recipient, who reacts to external stimuli, he has no will or decision of his own or the capacity to take spontaneous action.
Three key issues in nursing education are examined: raising the educational level of nurses, increasing interdisciplinary learning opportunities, and preparing nurses to lead initiatives to improve care and enhance patient outcomes. These challenges are related to my goal as an educator.
Core competencies for nursing education have been developed by the National League for Nursing (2005).
Students build existing knowledge by interpreting new information through personal constructs and prior experiences. Students employ a variety of learning styles and have diverse educational needs and come to the learning experience with a variety of perspectives, expectations, and motivations. Students who take an active role in learning acquire important skills of scholarly inquiry and discovery. Svinicki (2011) described strategic learners as “diligent and resourceful” who are open to continuous learning to improve their practice. Benner (2010) identifies the ability to prioritize and a acquiring a sense of salience as central goals of nursing education. Through feedback, reflection, and discussion, the student creates meaning and gains awareness of personal constructs influencing his or her perceptions. Students develop skills for lifelong learning, a key to successfully adapting to ever-changing technology, information, and clinical situations.
Svinicki (2011) described strategic learners as “diligent and resourceful” who are open to continuous learning to improve their practice. Benner (2010) identifies the ability to prioritize and a acquiring a sense of salience as central goals of nursing education.
The competencies include facilitating a learning environment by providing structure to content and learning activities, goals and objectives, assessment, evaluation and feedback to students. In addition, the core competencies outline the role of educator in curriculum development and program evaluation.
Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful.
These behavioral objectives are very important in clinical training in nursing, in particular, in the mental–motive area because it can be used as a guide for teaching and evaluation of students’ clinical performance. The foundation of education is based on the behaviorism competence.[22] .
Behaviorism has been the dominant approach in psychology researches. At the beginning of the 20 th century, traditional behaviorists believed that learning is a change in observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. [ 13]
Skinner looked at the final result of the behavior, except that he knew the behavior as a voluntary action, which is formed by its outcome.[3] Therefore, by reinforcing the desired behavior, it is possible to increase the chance of recurrent onset and finally to reach the learning goals (agent conditioning).
Accordingly, positive or negative reinforcement can be used to encourage the repetition of the behavior.[14] Among the applications of this approach is the influence on the learner's emotional reactions. Emotional response to an experience may be positive or negative. Bad experiences can lead to fear or anxiety.
The educational psychology researchers have examined learning from various viewpoints and their findings in explaining the learning process have led to different theories, which can be used as a guide for heading the teaching--learning processes, some thoughts, and common myths in learning .[3] .
Theories of learning are the framework of the structure and principles that pay attention to the description and explanation of the people's learning. [5]
Philosophy of f nursing education is a perfect combination of nursing and philosophy of education, more precisely, philosophy of nursing and philosophy of education is the application of the fundamental belief of nursing and education in the field of nursing. In the philosophy of education, importance is given to the students.
The nursing service philosophy is a statement of beliefs that flows from and is congruent with the institution’s philosophy. The belief system of the nursing philosophy should reflect the nursing division member’s ideas and ideals for nursing and should be endorsed by others.
In the first area, nursing theory, the task for the nurse manager is to decide whether and how to incorporate theory. Three different methods may be considered.
INTRODUCTION. Setting of organizational objectives is the starting point of managerial actions. An organisation’s end results for which an organization strives is termed as “mission”, purpose, objective, goal, target etc. Many times these terms are used interchangeably as all these denote end results.
They are the providers of nursing acts which result in quality, care. To keep the organization functioning smoothly ,it is necessary to address values related to and beliefs about nurses.
The patient is the main reason for the institution’s existence, examine patient’s rights. Beliefs concerning patient's rights will be influenced in part by institutional policies and practices .
The statement of philosophy is defined as an explanation of the systems of beliefs that determine how a mission or a purpose is to be achieved. An organisation’s philosophy states the beliefs, concepts and principles of an organization.
Nursing education at all levels needs to provide a better understanding of and experience in care management, quality improvement methods, systems-level change management, and the reconceptualized roles of nurses in a reformed health care system.
Nursing-related doctoral degrees are defined by the National Sample Survey of Registered Nurses as non-nursing degrees that are directly related to a nurse’s career in the nursing profession. “Nursing-related degrees include public health, health administration, social work, education, and other fields” (HRSA, 2010b).
Baccalaureate nursing programs emphasize liberal arts, advanced sciences, and nursing coursework across a wider range of settings than are addressed by ADN programs, along with formal coursework that emphasizes both the acquisition of leadership development and the exposure to community and public health competencies .
Community colleges have an important role to play in ensuring that more BSN-prepared nurses are available in all regions of the United States and that nursing education at the associate level is high quality and affordable and prepares ADN nurses to move on to higher levels of education.
During the 20th century, as nursing gained a stronger theoretical foundation and other types of nursing programs increased in number, the number of diploma programs declined remarkably except in a few states, such as New Jersey, Ohio, and Pennsylvania.
Key Message #2: Nurses should achieve higher levels of education and training through an improvededucation system that promotes seamless academicprogression. Major changes in the U.S. health care system and practice environments will require equally profound changes in the education of nurses both before ...
health care system and practice environments will require equally profound changes in the education of nurses both before and after they receive their licenses. In Chapter 1, the committee set forth a vision of health care that depends on a transformation of the roles and responsibilities of nurses.