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    Jennifer Tran Personal Teaching Philosophy

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    The document discusses the author's personal teaching philosophy as a nurse educator. It describes how her interest in education developed from teaching patients and their families. Her goal is for learners to feel proficient and confident applying what they learned. She values creating a safe learning environment based on situated learning theory and humanism, where learners can make mistakes and grow without feeling incompetent. As a preceptor, she evaluates learners and seeks their feedback to improve her own teaching. Her aim is to support bedside nurses through teaching and being available to help them succeed.

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    Jennifer Tran Personal Teaching Philosophy

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    160 views4 pages
    The document discusses the author's personal teaching philosophy as a nurse educator. It describes how her interest in education developed from teaching patients and their families. Her goal is for learners to feel proficient and confident applying what they learned. She values creating a safe learning environment based on situated learning theory and humanism, where learners can make mistakes and grow without feeling incompetent. As a preceptor, she evaluates learners and seeks their feedback to improve her own teaching. Her aim is to support bedside nurses through teaching and being available to help them succeed.

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    The document discusses the author's personal teaching philosophy as a nurse educator. It describes how her interest in education developed from teaching patients and their families. Her goal is for learners to feel proficient and confident applying what they learned. She values creating a safe learning environment based on situated learning theory and humanism, where learners can make mistakes and grow without feeling incompetent. As a preceptor, she evaluates learners and seeks their feedback to improve her own teaching. Her aim is to support bedside nurses through teaching and being available to help them succeed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    160 views4 pages

    Jennifer Tran Personal Teaching Philosophy

    Uploaded by

    api-643570956
    The document discusses the author's personal teaching philosophy as a nurse educator. It describes how her interest in education developed from teaching patients and their families. Her goal is for learners to feel proficient and confident applying what they learned. She values creating a safe learning environment based on situated learning theory and humanism, where learners can make mistakes and grow without feeling incompetent. As a preceptor, she evaluates learners and seeks their feedback to improve her own teaching. Her aim is to support bedside nurses through teaching and being available to help them succeed.

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    1

    Insights to My Personal Teaching Philosophy

    Jennifer Tran

    NURS 7712 Nurse Educator Role

    Dr. Jane Brannan

    8 October 2022
    2

    I went into nursing not knowing what I wanted to do with my degree; I just knew that I

    wanted to be a nurse. The aspect of nursing education came to me when I went into rehabilitation

    nursing, where the goal of the patients in that hospital was to be educated on how to adjust to

    their new life and how to educate their loved ones on how to give great care to their loved one.

    The majority of education in the rehabilitation specialty is based on demonstration and teach-

    back; I took the time to involve both the patient and the loved one in the teaching during their

    stay so that they would not be blindsided by the responsibilities after discharge. When I moved

    to acute care, I also applied this type of teaching to the resident nurses on my new unit. Even

    though the populations are different, the ultimate goal for me is for the learners to feel proficient

    enough to apply what they were taught independently and confidently.

    Values as a Teacher

    The educators who have made the most impact on me were the ones who encouraged me

    to have confidence in my practice, and to be confident is crucial to practicing effectively as a

    registered nurse. My most prominent teaching perspectives were based in Apprenticeship and

    Nurture (Collins & Pratt, 2020); it is very accurate to how I seek to provide guidance to the

    resident nurses I precept. The two perspectives I align with would be most related to the Situated

    Learning Theory and Humanism. In the situated learning theory, Lave and Wenger (Oermann,

    DeGagne, & Phillips, 2022) highlight how learners can absorb better when interacting with an

    authentic learning environment. I believe that using this type of learning environment is crucial

    to the new nurse, so that nurses can use what they learned in nursing school and apply it to an

    actual patient. When I was a new nurse, actually performing the skill compared to reading the

    protocol and observing benefitted me way more. It is important to remember that the learner is

    human; therefore, applying what Carl Rogers believed as the need for the learner to be in a safe
    3

    environment where they are permitted to be in an active learning environment where learning is

    not punitive. I highly value this school of thought because as a new nurse who was bullied by my

    preceptor for not being on the same level of knowledge as my colleagues, I want to be the kind

    of educator who does not make my learner feel incompentent and question their ability to be a

    good nurse. I want learners to feel like they are in an environment where it is okay for them to

    learn from their mistakes and grow as a registered nurse.

    Evaluating Myself as an Educator

    As a unit preceptor, the learner and I are provided with paper evaluations that we can use

    to “grade” each other throughout the learner’s residency. I am able to evaluate their progress as I

    guide them in being a nurse in our unit, and the learner can evaluate how effectively I am

    guiding them as their educator. Aside from these official evaluations, I also take the time to ask

    the learner how I am doing as an educator, and what they need from me so that I can help them

    learn better. McBride (2022) states, “Self-monitoring…means the person seeks to shape how she

    or he is perceived in order to achieve professional objectives.” What I took from this quote is that

    as an educator who will take the time to listen to the learner, I am accepting that I am fallible,

    and that while I am here for the learner to grow from, I can also grow by actively listening to the

    learner.

    Conclusion

    To conclude, while the educator’s job is to help the learner become more informed, it is

    also their job to evaluate themselves and expand their opinions about how to be a good educator.

    Taking the time to reflect on what I have done as an educator only affirmed that I want to teach

    at the bedside, so that bedside nurses know that they will have the support they need at the elbow

    to succeed.
    4

    References

    Collins, J. B., & Pratt, D. D. Teaching perspectives inventory (2020). Retrieved from:

    http://www.teachingperspectives.com/tpi/

    McBride, A. (2022) The growth and development of nurse leaders (2nd ed). Springer Publishing

    Company, LLC. doi: 10.1891/9780826123923.

    Oermann, M.H., De Gagne, J.C., Phillips, B.C., (2022). Teaching in nursing and the role of the

    educator. The complete guide to best practice teaching, evaluation, and curriculum

    development. (3rd ed.). Springer Publishing Company, LLC. doi: 10.1891/9780826152633

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