Description:

All the information you need in one textbook!

This all-inclusive text for Nurse Educators delivers comprehensive, evidence-based guidance on the essential components of teaching, including learning theories, teaching methods, new technologies for teaching, curriculum development, evaluation and testing, and accreditation. The text delivers the full scope of knowledge necessary for novice and experienced faculty to become competent teachers in nursing.

This third edition features new content on the transition from clinician to educator. There is also a new chapter on nursing professional development and teaching in clinical settings and updated teaching strategies for active learning, clinical judgment, and online teaching. The text is designed to help educators prepare for the certification exams.

The text also addresses varied learning styles and how to accommodate them, new developments in simulation, standardized patients, OSCEs, clinical teaching, interprofessional education, and evidence-based teaching.

New to the Third Edition:

• Chapter on the transition from clinician to educator, plus expanded content throughout on becoming a nurse educator
• Addresses inclusivity and developing an inclusive learning environment for people with different learning styles
• Strategies to promote active learning, clinical judgment, and higher level learning, and teaching online
• Updated content on simulations, the use of standardized patients, OSCEs, clinical teaching, and clinical evaluation
• Chapter on accreditation of nursing programs and developing a systematic program evaluation plan
• Chapter on nursing professional development and teaching in a clinical setting

Key Features:

• Written by experts who seamlessly integrate evidence-based research and practical strategies
• Serves as a thorough study guide for nurse educator certification exams
• Covers practical teaching strategies, simulation, online education, technology, interprofessional education, clinical teaching and evaluation, and test construction
• Includes case examples and other examples to support content and “how-to” tips

Contents:

Contributors

Contributors to Earlier Editions

Preface

Instructor Resources

Third Edition and COVID-19

SECTION I: NURSING EDUCATION: ROLES OF TEACHER AND LEARNER

Chapter 1. Role of the Nurse Educator (Marilyn H. Oermann)

Chapter 2. The Transition From Clinician to Educator (Anne M. Schoening)

Chapter 3. Learning Theories (Beth Cusatis Phillips)

Chapter 4. Understanding the Learner (Beth Cusatis Phillips)

SECTION II: TEACHING IN NURSING

Chapter 5. Learning Environment and Teaching Methods (Debra Hagler and Brenda Morris)

Chapter 6. Integrating Technology in Education (Jennie C. De Gagne)

Chapter 7. Teaching in Online Learning Environments (Jennie C. De Gagne)

Chapter 8. Simulations in Nursing Education: Overview, Essentials, and the Evidence (Pamela R. Jeffries, Kristina T. Dreifuerst, and Katie A. Haerling)

Chapter 9. Weaving Interprofessional Education into Nursing Curricula (Karen T. Pardue, Shetley Cohen Konrad, and Dawne-Marie Dunbar)

SECTION III: TEACHING IN A LEARNING LABORATORY AND CLINICAL SETTING

Chapter 10. Learning Laboratories as a Foundation for Nursing Excellence (Carol F. Durham and Darlene E. Baker)

Chapter 11. Clinical Teaching in Nursing (Lisa K. Woodley and JoAn M. Stanek)

Chapter 12 Partnerships with Clinical Settings: Roles and Responsibilities of Nurse Educators (Karen L. Gorton)

SECTION IV: ASSESSMENT AND EVALUATION

Chapter 13. Assessment Methods (Marilyn H. Oermann)

Chapter 14. Developing and Using Tests (Kathleen B. Gaberson)

Chapter 15. Clinical Evaluation (Marilyn H. Ocrmann)

SECTION V: CURRICULUM DEVELOPMENT AND EVALUATION OF NURSING PROGRAM

Chapter 16. Curriculum Developmentin Nursing (Stephanie Stimac DeBoor)

Chapter 17. Curriculum Models and Course Development (Theresa M. “Terry” Valiga)

Chapter 18. Program Evaluation and Accreditation (Marilyn H. Oermann)

SECTION VI: ROLE OF NURSE EDUCATOR AS SCHOLAR

Chapter 19. Evidence-Based Teaching in Nursing (Marilyn H. Oermann)

Chapter 20. Becoming a Scholar in Nursing Education (Marilyn H. Oermann)

SECTION VII: ROLE OF THE EDUCATOR IN PROFESSIONAL DEVELOPMENT AND GLOBAL EDUCATION

Chapter 21. Nursing Professional Development Practitioner in a Clinical Practice Setting (Joan Such Lockhart and Denise M. Petras)

Chapter 22. Preparing Students for Interprofessional Work in the Global Village: The Role of Nurse Educators
(C. Ann Gakumo, Sabreen A. Darwish, and Martha A. Dawson)

APPENDICES

Appendix A: Nursing and Higher Education Organizations

Appendix B: Debriefing Interprofessionally: Recognition and Reflection (DIPRR)

Appendix C: Selected Organizations, Journals, and Educational Conferences of Interest for Nursing Professional Development Practitioners

Appendix D: Global Health Educational Resources

Index

About the Editors:

Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing and Director of Evaluation and Educational Research at Duke University School of Nursing, Durham, North Carolina. She is an author or coauthor of 18 books and many articles on evaluation, teaching in nursing, and writing for publication as a nurse educator. She is the editor of Nurse Educator and the Journal of Nursing Care Quality and past editor of the Annual Review of Nursing Education. Dr. Oermann lectures widely on teaching and evaluation in nursing.

Jennie C. De Gagne, PhD, DNP, RN-BC, CNE, ANEF, is Associate Professor, Duke University School of Nursing, Durham, NC. She has consulted with a variety of nursing schools, including in South Korea, Ghana, South Africa, and Taiwan, on nursing program development, continuing education, and/or faculty development. As an expert in educational technology, Dr. De Gagne’s research focuses on promoting cybercivility among health professions students and faculty across the curriculum, policies, and guidelines. She is the author/co-author of three books including two Korean-translated nursing education textbooks, and more than 50 publications, including 35 articles in peer-reviewed journals. She has made over 50 professional presentations nationally and internationally.

Beth Cusatis Phillips, PhD, RN, CNE, is Assistant Professor, Duke University School of Nursing, Durham, NC, where she teaches in the ABSN and MSN programs. She has extensive experience in medical-surgical nursing and nursing education. Dr. Phillip’s research focus is on undergraduate nursing students and their clinical decision- making abilities. She is also interested in interprofessional education and practice, new faculty and clinical instructor development and preparation, and the use of virtual environments in nursing education.

Target Audience:

The text is designed to help novice and experienced faculty to become competent teachers in nursing.