By Jeanne M. Novotny PhD RN FAAN, Mary T. Quinn Griffin PhD RN
Thoroughly up to date, revised, and improved, this fourth version is a "survival guide" for brand spanking new lecturers, supplying the most up-tp-date pondering in undergraduate nursing schooling for ADN-BSN degrees. also, it serves as a entire consultant for the amateur educator in all elements of lecture room and scientific educating. Chapters are brimming with worthy ideas for making scientific assignments, getting ready lectures and seminars, all points of checking out and grading, supervision, facilitating workforce examine, utilizing expertise, choosing textbooks, guiding self sustaining research, and assisting scholars to enhance their writing talents. This re-creation additionally positive factors partnerships among collage and medical settings to facilitate the crew paintings that could be a paradigm for contemporary well-being care associations. Key gains offers a "nuts and bolts" instructing advisor for the beginner educators, from ADN-BSN degrees Distills the simplest practices and classes realized within the partnership among the tutorial and medical worlds Serves as a short refresher for the skilled educator who has now not had a scientific educating project and/or a school room task for your time Addresses new cross-disciplinary "team" method of overview and intervention positive factors hyperlinks to on-line assets in each one bankruptcy, together with revised templates for checklists and rubrics Authored by means of famous nationwide and foreign specialists in nursing schooling presents a electronic adjunct of templates and checklists for educator use
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Extra info for A Nuts-and-Bolts Approach to Teaching Nursing: Third Edition (Springer Series on the Teaching of Nursing)
Try to give students as much time as reasonable to accomplish the grades they choose. For example, a student contracting for an A may be a slow starter. Give the student as much time as possible to get in the groove. If it becomes apparent that the student cannot handle the expectations, suggest developing a contract for a lower grade. FINAL WORDS Learning contracts offer a way to give the student more independence in the clinical area. Contracts help to defuse some of the anxiety that students experience when the instructor observes them because the students can determine when they are ready to be evaluated.
She ﬁnally agreed to work on the part she had originally been assigned. When the group submitted their paper, the faculty member met with them and asked each student in turn to describe what she or he did. The one who had the problems with participating had clearly done less than the others, had given her part to the others late, and had not read the rest of the paper. She did not earn the same grade as the others and was given a grade based only on the quality of her work. Using Simulations The criteria for selecting simulations or exercises should relate to the learning goals for students as well as to faculty level of expertise in facilitating group work.
This is also a good opportunity for vicarious learning, such as when a student has had a unique experience to share with the group. Nurse managers or other clinical personnel can be invited to come for a speciﬁc purpose. FINAL WORDS Supervising students in any clinical area may produce high degrees of anxiety for students and faculty. As faculty gain experience, they become less anxious. Try to make it as positive and growth-producing as possible for the student. FURTHER READING Adams, V. (2002).
A Nuts-and-Bolts Approach to Teaching Nursing: Third Edition (Springer Series on the Teaching of Nursing) by Jeanne M. Novotny PhD RN FAAN, Mary T. Quinn Griffin PhD RN