mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
,mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
Mastering
the Teaching Role
A Guide for Nurse Educators
BARBARA K. PENN, PHD, RN, BC
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
,mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
F.A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com
Copyright © 2008 by F. A. Davis Company
All rights reserved. This product is protected by copyright. No part of it may
be reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission from the publisher.
Printed in the United States of America
Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1
Publisher: Joanne Patzek DaCunha, RN, MSN
Developmental Editor: Kristin L. Kern
Manager of Art and Design: Carolyn O’Brien
As new scientific information becomes available through basic and clinical
research, recommended treatments and drug therapies undergo changes. The
author(s) and publisher have done everything possible to make this book
accurate, up to date, and in accord with accepted standards at the time of
publication. The author(s), editors, and publisher are not responsible for
errors or omissions or for consequences from application of the book, and
make no warranty, expressed or implied, in regard to the contents of the
book. Any practice described in this book should be applied by the reader in
accordance with professional standards of care used in regard to the unique
circumstances that may apply in each situation. The reader is advised always
to check product information (package inserts) for changes and new infor-
mation regarding dose and contraindications before administering any drug.
Caution is especially urged when using new or infrequently ordered drugs.
Library of Congress Cataloging-in-Publication Data
Mastering the teaching role : a guide for nurse educators / [edited by]
Barbara K. Penn.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-8036-1823-7 (pbk. : alk. paper)
1. Nursing—Study and teaching. I. Penn, Barbara K.
[DNLM: 1. Education, Nursing—methods. 2. Educational Measurement—
methods. 3. Faculty—standards. 4. Planning Techniques. 5. Students,
Nursing—psychology. 6. Teaching—methods. WY 18 M4233 2009]
RT71.M35 2009
610.73071’1—dc22
2007039734
Authorization to photocopy items for internal or personal use, or the inter-
nal or personal use of specific clients, is granted by F. A. Davis Company for
users registered with the Copyright Clearance Center (CCC) Transactional
Reporting Service, provided that the fee of $.10 per copy is paid directly to
CCC, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that
have been granted a photocopy license by CCC, a separate system of payment
has been arranged. The fee code for users of the Transactional Reporting
Service is: 0-8036-1823 + $.10.
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
, mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
Foreword
Becoming an effective teacher, like becoming an effective par-
ent, is not necessarily an innate skill in everyone. Granted,
some people have stronger instincts toward teaching, but most
of us benefit from learning, being mentored, and practicing the
teaching role. Education for students is far more than merely
learning information. It is learning how to think, act, problem-
solve, and develop team-working skills and knowing one’s own
skills and areas for improvements.
For faculty to be useful guides, mentors, and role models,
they, like their students, benefit from learning about how peo-
ple learn, the skills and techniques of contemporary instruction,
including both classroom and clinical, and the important tools
of evaluating learner attainment of the instructional goals.
In 1987, Chickering and Gamson1 outlined seven princi-
ples for good teaching in undergraduate education. These
principles state that good teaching:
1. encourages contact between students and faculty;
2. develops reciprocity and cooperation among students;
3. encourages active learning;
4. gives prompt feedback;
5. emphasizes time on task;
6. communicates high expectations; and
7. respects diverse talents and ways of learning (p. 121).
Now, more than two decades later, these principles remain a
useful framework when considering teaching for nurse
educators because they acknowledge the roles played by both
students and faculty in the learning exchange. It is the respon-
sibility of the faculty member to provide content for the
1http://www.mnsu.edu/cetl/teachingresources/frg-2005-06.pdf#page=120;
Chickering, A. and Gamson, Z. (1987, March). Seven principles for
good practice in undergraduate education. AAHE Bull.
iii
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
,mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
Mastering
the Teaching Role
A Guide for Nurse Educators
BARBARA K. PENN, PHD, RN, BC
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
,mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
F.A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com
Copyright © 2008 by F. A. Davis Company
All rights reserved. This product is protected by copyright. No part of it may
be reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission from the publisher.
Printed in the United States of America
Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1
Publisher: Joanne Patzek DaCunha, RN, MSN
Developmental Editor: Kristin L. Kern
Manager of Art and Design: Carolyn O’Brien
As new scientific information becomes available through basic and clinical
research, recommended treatments and drug therapies undergo changes. The
author(s) and publisher have done everything possible to make this book
accurate, up to date, and in accord with accepted standards at the time of
publication. The author(s), editors, and publisher are not responsible for
errors or omissions or for consequences from application of the book, and
make no warranty, expressed or implied, in regard to the contents of the
book. Any practice described in this book should be applied by the reader in
accordance with professional standards of care used in regard to the unique
circumstances that may apply in each situation. The reader is advised always
to check product information (package inserts) for changes and new infor-
mation regarding dose and contraindications before administering any drug.
Caution is especially urged when using new or infrequently ordered drugs.
Library of Congress Cataloging-in-Publication Data
Mastering the teaching role : a guide for nurse educators / [edited by]
Barbara K. Penn.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-8036-1823-7 (pbk. : alk. paper)
1. Nursing—Study and teaching. I. Penn, Barbara K.
[DNLM: 1. Education, Nursing—methods. 2. Educational Measurement—
methods. 3. Faculty—standards. 4. Planning Techniques. 5. Students,
Nursing—psychology. 6. Teaching—methods. WY 18 M4233 2009]
RT71.M35 2009
610.73071’1—dc22
2007039734
Authorization to photocopy items for internal or personal use, or the inter-
nal or personal use of specific clients, is granted by F. A. Davis Company for
users registered with the Copyright Clearance Center (CCC) Transactional
Reporting Service, provided that the fee of $.10 per copy is paid directly to
CCC, 222 Rosewood Drive, Danvers, MA 01923. For those organizations that
have been granted a photocopy license by CCC, a separate system of payment
has been arranged. The fee code for users of the Transactional Reporting
Service is: 0-8036-1823 + $.10.
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
, mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
Foreword
Becoming an effective teacher, like becoming an effective par-
ent, is not necessarily an innate skill in everyone. Granted,
some people have stronger instincts toward teaching, but most
of us benefit from learning, being mentored, and practicing the
teaching role. Education for students is far more than merely
learning information. It is learning how to think, act, problem-
solve, and develop team-working skills and knowing one’s own
skills and areas for improvements.
For faculty to be useful guides, mentors, and role models,
they, like their students, benefit from learning about how peo-
ple learn, the skills and techniques of contemporary instruction,
including both classroom and clinical, and the important tools
of evaluating learner attainment of the instructional goals.
In 1987, Chickering and Gamson1 outlined seven princi-
ples for good teaching in undergraduate education. These
principles state that good teaching:
1. encourages contact between students and faculty;
2. develops reciprocity and cooperation among students;
3. encourages active learning;
4. gives prompt feedback;
5. emphasizes time on task;
6. communicates high expectations; and
7. respects diverse talents and ways of learning (p. 121).
Now, more than two decades later, these principles remain a
useful framework when considering teaching for nurse
educators because they acknowledge the roles played by both
students and faculty in the learning exchange. It is the respon-
sibility of the faculty member to provide content for the
1http://www.mnsu.edu/cetl/teachingresources/frg-2005-06.pdf#page=120;
Chickering, A. and Gamson, Z. (1987, March). Seven principles for
good practice in undergraduate education. AAHE Bull.
iii
mastering the
mastering
teaching the
role
mastering
teaching
a guide the
for
rolenurse
teaching
a guide
educators.pdf
for
rolenurse
a guide
educators.pdf
for nurse educators.pdf
