Nursing Philosophy
Personal Teaching Philosophy
Personal Teaching Philosophy
Introduction
My personal teaching philosophy is greatly related to my personal philosophy of nursing practice. Educating nursing students is just as important as teaching patients. Teaching students or patients is an essential nursing role. My drive to provide quality nursing care provides the motivation that is needed to equip nursing students with the knowledge and skills necessary to do the same.
Theoretical Framework Nursing is guided by concepts and principles of practice. As related to the patient care experience, practice is guided by concepts of caring, connection, duty, knowing, honesty, facing fear, and multiple feelings (Lee 2006). The role of the nursing educator has principles of practice as well. Principles and concepts provide a guide or reference the purpose of practice. Although concepts may vary by institution or vary according to the individual, there is a generalized theme or idea of these concepts. Boland (2009) lists health, person, environment and nursing as common concepts of some traditional undergraduate programs (p. 141). Educational frameworks are provoked by a number of ideas. Among the ideas is humanism. Vandeveer (2009) lists humanism as a result of the premise of “education motivates the development of human potential” (p. 193). My personal teaching philosophy closely relates to the framework and philosophy of humanism. Humanism is an important aspect of nursing education, it has a focus of educating, promoting and motivating. In the classroom setting, I plan to serve my student population as a promoter of intellectual and personal growth. My goal to promote growth and assist with the extension of knowledge defines my professional aspirations from a humanistic approach. In the classroom I plan to utilize the framework of humanism to instill the concept of lifelong learner into my students.
Goals
I have progressed through the graduate program
Personal Teaching Philosophy
Introduction
My personal teaching philosophy is greatly related to my personal philosophy of nursing practice. Educating nursing students is just as important as teaching patients. Teaching students or patients is an essential nursing role. My drive to provide quality nursing care provides the motivation that is needed to equip nursing students with the knowledge and skills necessary to do the same.
Theoretical Framework Nursing is guided by concepts and principles of practice. As related to the patient care experience, practice is guided by concepts of caring, connection, duty, knowing, honesty, facing fear, and multiple feelings (Lee 2006). The role of the nursing educator has principles of practice as well. Principles and concepts provide a guide or reference the purpose of practice. Although concepts may vary by institution or vary according to the individual, there is a generalized theme or idea of these concepts. Boland (2009) lists health, person, environment and nursing as common concepts of some traditional undergraduate programs (p. 141). Educational frameworks are provoked by a number of ideas. Among the ideas is humanism. Vandeveer (2009) lists humanism as a result of the premise of “education motivates the development of human potential” (p. 193). My personal teaching philosophy closely relates to the framework and philosophy of humanism. Humanism is an important aspect of nursing education, it has a focus of educating, promoting and motivating. In the classroom setting, I plan to serve my student population as a promoter of intellectual and personal growth. My goal to promote growth and assist with the extension of knowledge defines my professional aspirations from a humanistic approach. In the classroom I plan to utilize the framework of humanism to instill the concept of lifelong learner into my students.
Goals
I have progressed through the graduate program
References: Boland, D. L. (2009). Developing Curriculum: Frameworks, Outcomes, and Competencies. Billings and Halstead (Ed). Saunders Elsevier. St. Louis, Missouri. Cangelosi, P., Crocker, S., & Sorrell, J. (2009). Expert to novice: clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367-371. Lee, E. A. D. (2006). Finding your Model of Caring Practice: Articulating my model gave me greater satisfaction with my practice. Journal of Christian Nurses 23(3). Neese, R. (2003). A transformational journey from clinician to educator. Journal of Continuing Education In Nursing, 34(6), 258-262. Vandeveer, M. (2009) From Teaching to Learning; Theoretical Foundations. Billings and Halstead (Ed). Saunders Elsevier. St. Louis, Missouri.