Scholarly Teaching Strategies for Nurse Educators
My educational philosophy is a work in progress as I continue to grow as a nurse, educator, and scholar of nursing education.
Educators should function within the academic environment and serve as leaders in scholarship through the development and refinement of evidence-based teaching practices. Finke outlines the scholarship dimensions of nursing education: discovery, integration, application and teaching. The effective educator is a facilitator, coach, mentor, and role model in continuous practice improvement.
Cader et al. revealed differences in students’ knowledge of computer and information literacy skills. In one study, differences appear to have been influenced by the role of the library in supporting nursing students, curriculum content and emphasis, and interaction with lecturers and peers. Nurse educators indicated a need for staff development and a progressive approach to the curriculum to ensure students’ understanding of IL and its links to learning. An environment supportive of the learning process promoted change and development. Collaboration with and facilitation and guidance by academic and library staff was considered essential for a successful process and outcome. It was also clear from these studies that nursing students need greater support to access, use and evaluate information fully.
Whilst this is surprising, it does highlight that this may well be a fruitful area for useful research.
Cader R, Derbyshire J, Smith AG, Gannon-Leary P, Walton G. In search of evidence: a small scale study exploring how student nurses accessed information for a health needs assignment. Nurse Educ Today. 2006;26:403–8.
Friberg F, Lyckhage ED. Changing essay writing in undergraduate nursing education through action research: a Swedish example. Nurs Educ Perspect. 2013;34:226–32.
Mattila L-R, Eriksson E. Nursing students learning to utilize nursing research in clinical practice. Nurse Educ Today. 2007;27:568–76.