Nurse as Educator: Principles of Teaching and Learning for Nursing Practice
Notice bibliographique
Résumé
Nurse as Educator: Principles of Teaching and Learning for Nursing Practice by Susan B. Bastable. Sudbury, MA: Jones & Bartlett Publishers, 2003, p. 571. Susan B. Bastable presents an overview of nursing education in Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. The topics she discusses cover a wide scope of issues facing the nurse providing patient education, the nurse educator in the staff development role, and the nurse educator serving as a faculty member in a professional nursing preparation program. The author focuses on the process of teaching and learning, characteristics of the learner, and techniques and strategies used in teaching and learning. The text is useful for nurses providing patient education, educators providing continuing education, or faculty members providing basic or advanced nursing preparation. The text is divided into three parts. The first part is titled Perspectives on Teaching and Learning. It provides a broad background of information ranging from a discussion of the history of nursing education; social, economic, and political environment; barriers to learning; and learning theories and principles. This section sets the stage for the reader to understand why the other sections in the text are significant. The research reported in this section derives from Bastable's broad interdisciplinary background and ties together the foundations of the discipline of education and the provision of education in the practice of nursing. Chapter 3 provides a significant overview of the psychological theories of learning. This information provides a foundation for readers as they are introduced to educational process theories presented later. The text presents the theories in a logical progression, clearly delineating the underlying concepts and differences in the theories. The information presented in Chapter 3 appears to be an unusual offering within nursing literature and is valuable to the practicing nurse as well as the nurse educator. The second section describes the characteristics of the learner, and the authors present a broad set of internal and external factors affecting the ability of the learner to learn. The entire section is extremely easy to read and provides extensive practical applications of the theories. The section begins with the determinants of learning and assessment of the learner's needs, readiness, and style. Chapter 4 presents one topic infrequently found in nursing education material: learning style theory. Learning style theories are presented in a practical manner with a clear and concise delineation of several of the most commonly used assessment instruments. The text also concisely explains the advantages of using learning styles in education and presents benefits and drawbacks in regard to the reliance and overemphasis on the use of learning styles and instruments. This chapter clearly describes the relationships among learning styles, readiness to learn, and preparation. Chapter 4 then discusses the developmental stages of the learner and human behaviors. Early in the text, the term barrier is used to describe a factor that prevents the adult learner from participating and succeeding in an educational endeavor. The author expands this discussion to cover several factors affecting the success of the learner. The presentation is clear, easy to read, and understand. Chapter 6 specifically includes sections on the role of the nurse as an educator in practice as an influence on health behavior. The text effectively and smoothly integrates the many roles of the nurse as an educator. This section also presents details on specific barriers to learning, including adult literacy, gender, socioeconomic, and cultural attributes. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».