By Susan Sportsman, PhD, RN, ANEF, FAAN
Last month, I was pleased to give a presentation at a faculty development workshop on Evidence-based Practice (EBP) in Nursing Education at the Jane and Robert Cizik School of Nursing at the University of Texas at Houston. The participants were very engaged in our discussion and provided me with food for thought for this blog. The question that kept bubbling up for me as I traveled home from Houston was, “What evidence do we actually use as we plan our curricula, our courses, and our teaching-learning strategies for class, lab/simulation, and clinical experience?”
Continue reading “Evidence-Based Practice in Nursing Education”
by Susan Sportsman, RN, PhD, ANEF, FAAN
After being a faculty for many years, I find that I often want to “instruct” my family and friends. This urge is particularly prevalent with my husband. Being a very nice man, when I begin to “instruct” him, he appears to be listening (he looks my way), but the look in his eyes says very clearly, “I have no intention of doing whatever it is that she is saying.” When I see this look, I always say, “W.A.I.T.—Why Am I Talking?” Continue reading “W.A.I.T.: Impact on Teaching Clinical Judgment”
By Susan Sportsman, RN, PhD, ANEF, FAAN
An idea gaining momentum in nursing education over the last decade or so suggests that student engagement promotes success in school, on the NCLEX examination, and ultimately in practice. In response to the resulting “Flipping the Classroom” mantra, most of us have instituted some level of active learning into our classrooms as a means of encouraging student engagement. Despite grumbling from some students (“Why do we have to teach ourselves?”), these approaches have often seemed effective—at least for many students.
As I talk to faculty from across the country, I hear Continue reading “Student Engagement and the Brain”