Conceptualization of learning
I believe learning occurs when there is a change in the student’s mental processing, emotional functioning, and/or behavior because of a learning experience. Learning is a lifelong, dynamic process by which students acquire new knowledge or skills and alter their thoughts, feelings, attitudes, and actions. A learning situation is one in which a student receives new knowledge and discovers ways to apply that knowledge to their current perspective in a way they had never considered before or which disrupts their current worldview.
Conceptualization of teaching
It is my role as a teacher to expose students to learning situations that gives them new knowledge or skills and offers them alternative perspectives. I will challenge students intellectually by providing them with experiences that encourage inquisitiveness and wonder.
I will approach teaching in a holistic manner and consider not only the intellectual capabilities of my students but also emotional, cultural, and physical capabilities as well.
As a teacher I will expose students to other ways of viewing the world and challenge their worldview. I arrived at this conceptualization of teaching through my own learning experience in graduate school when a teacher guided me through a learning situation in which I became aware of my own worldview. The awareness of my perspective taught me how to communicate better not only as a nurse but in the other domains of my life. I believe it is a hallmark of great teaching when a student can envision the application of their learning beyond the classroom.
Goals for students
As the result of learning, I expect my students to obtain the skills and knowledge necessary to function as a generalist nurse in healthcare.
I also expect my students to value nursing as a profession that is part of a multidisciplinary health care team. I want them to learn how to communicate beyond their discipline.
I also want students to value their perspective and the impact it has not only on their immediate environment but globally and understand that nursing can have an impact beyond healthcare.
Finally, I want to prepare my students for the information economy and give them the skills and knowledge necessary to be leaders in the Information Age as they help their clients to navigate among the existing clouds of information and those to come.
I will accomplish these goals by providing students with learning situations that foster creativeness, critical thinking, ethical, and professional judgment. Examples of learning situations include but are not limited to: simulation of clinical situations, clinical experiences, journaling, writing editorials, volunteerism, lecture, discussion groups, and field trips.
Implementation of the philosophy
In order to implement my philosophy, I believe it is my responsibility to present learning situations that are appropriate to adult learners therefore I will consider the abilities of my students when preparing content. I will try my best to meet them where they are.
I will provide them with analogies, stories, and examples of concepts whenever possible because it is through the use of such simple strategies that I believe the most learning takes place. Analogies and stories have been used throughout ancient cultures around the world to transmit knowledge from generation to generation. This same process can be used in nursing.
I also believe in self reflection as an important component in the teaching- learning process and I will incorporate these activities whenever possible in my learning activities. When we self reflect on our actions either through journaling or discussion, we imbed the learning experience in our conscious mind.
I believe that a teacher acts as a professional example and leader to students and I will behave so when interacting with students within the classroom, laboratory or clinical setting. I do believe in socializing outside the classroom with students but I will be cognizant of teacher-student boundaries and the conflicts that can arise when these are crossed inappropriately.
Finally, I believe in the co-creation of partnership agreements with students. Partnership agreements recognize and give voice to the power differential between student and teacher and addresses wishes, fears and concerns of the student-teacher relationship through the development of a contract and covenant. The living document of a partnership agreement, that is negotiable at any time by any partner, respects and honors the student-teacher relationship.
Last reviewed October 21, 2023