Efnisyfirlit

• Front Matter
  • The Preparation for the Professions Series
  • Foreword
  • Acknowledgments
  • The Authors
• Introduction
  • A Crisis of Numbers
  • Improving Patient Care Outcomes Through Nursing Education
  • Opportunity at a Time of Crisis
  • Hope for New Resources Uncertain
  • Toward a New Vision for Nursing Education
  • The Research Behind This Book
  • Three Major Findings
  • The Plan of the Book: Paradigm Cases
  • A Call to Action
• Part One Transformation, Crisis, and Opportunity
  • Transformation, Crisis, and Opportunity
  • 1 A Profession Transformed
    • A Health Care System Transformed
      • New Responsibilities
      • New Challenges
      • New Opportunities
    • Integrating Nursing Science and Caring Practices
      • Acquiring and Using Knowledge and Science
      • Using Clinical Reasoning and Skilled Know-How
      • Ethical Comportment and Formation
      • Integration of Knowledge, Skilled Know-How, and Ethical Comportment
    • A System Inadequate to the Task
    • Multiple Pathways
      • Historical Origins
      • The Rise of Community College Programs
      • Meeting the Demand for Nursing Education
    • Raising a Bar Too Low for Entry Standards
      • Nursing Prerequisites
      • The BSN and Beyond
      • Licensure
      • Addressing the Practice-Education Gap
  • 2 Teaching And Learning In Clinical Situations
    • High-Stakes Learning
      • Learning in Context
      • Planning and Feedback
      • Supporting Learning Through Questions
    • Developing Clinical Reasoning and Judgment
      • Pedagogies of Contextualization
      • Setting Priorities
      • A Missed Opportunity
      • Developing a Rationale
      • Learning How to Act in the Situation
      • Clinical Reasoning-in-Transition
      • Learning to Respond to Changes in the Patient's Condition
      • Detective Work
    • Challenges to Clinical Teaching
  • 3 Teaching And Learning In The Classroom And Skills Lab
    • Teaching and Learning—Removed from Practice
      • Standardization of Lectures
      • Team Teaching in the Classroom
    • Teaching and Learning in the Classroom and Skills Laboratories
    • Games and Entertainment in the Classroom
      • Skills Laboratories
    • Fragmentation
    • Toward a Goal of Integration
  • 4 A New Approach To Nursing Education
    • Four Essential Shifts for Integration
    • Paradigm Cases of Excellence in Nursing Education
• Part Two Teaching for A Sense of Salience
  • Teaching for A Sense of Salience
  • 5 Paradigm Case: Diane Pestolesi, Practitioner and Teacher
    • Drawing From Practice
    • Cases, Vignettes, and Stories
    • Knowing her Students
    • Coaching
    • Teaching from her Stance in Practice
  • 6 Strategies for Teaching for A Sense of Salience
    • Creating Continuity and Coherence in Learning
      • Missed Opportunities for Learning
    • Using Questions
      • Guiding Students Toward a Sense of Salience
      • Modeling a Lifelong Pursuit of Knowledge
    • Rehearsing for Practice
      • Preclinical Assignments: Preparing for Practice
      • What-If Rehearsing and Knowledge for Practice
      • Using Context
    • Reflecting on Learning
      • Postclinical Conferences: Sharing Lessons Learned
      • Using Narratives to Reflect on Practice
• Part Three Integrative Teaching for Clinical Imagination
  • Integrative Teaching for Clinical Imagination
  • 7 Paradigm Case: Lisa Day, Classroom and Clinical Instructor
    • Mrs. G.
      • Multiple Teaching Strategies
      • Lecture and Slides
      • Dialogue and Questioning
      • Staging
      • Mining Student Experience
    • Using Knowledge
    • Developing a Complex Response
  • 8 Developing A Clinical Imagination
    • Learning to Stay Open
    • The Power of Context
    • Learning to Make a Case
      • Putting the Pieces Together: Integrative Teaching and Learning
      • Rehearsing for Practice
      • Learning a Common Language
      • What Uncertainty Reveals
  • 9 Connecting Classroom and Clinical Through Integrative Teaching and Learning
    • Integrative Teaching, Integrative Learning
      • Locus of Responsibility
      • Pedagogies of Integration
        • Problem-Based Learning
        • Simulation
• Part Four Teaching for Moral Imagination
  • Teaching for Moral Imagination
  • 10 Paradigm Case: Sarah Shannon, Nurse Ethicist
    • The Case
    • Modeling Ethical Comportment
  • 11 Being a Nurse
    • Doing, Knowing, Being
      • Re-Forming the Senses
      • Re-Forming Social Sensibilities
      • Re-Forming Skills of Personal Involvement
    • Strategies for Teaching Skills of Perception and Involvement
      • Coaching
      • Taking Responsibility
    • Focal Practices of Nursing
    • Meeting the Patient as a Person
    • Preserving Personhood
    • Patient Advocacy
      • Pedagogies for Patient Advocacy
  • 12 Formation from a Critical Stance
    • Nursing's Social Contract: Civic Professionalism
• Part Five A Call for Radical Transformation
  • A Call for Radical Transformation
  • 13 Improving Nursing Education at the Program Level
    • Entry and Pathways
    • Student Population
    • The Student Experience
    • Teaching
    • Entry to Practice
    • National Oversight
• Back Matter
  • Appendix Methods for the Carnegie National Nursing Education Study
    • Description of the Nine Site Visits
    • Design of the Site Visit Interview Instruments
      • Data Sources and Collection
    • Interpretation of the Data
      • Indexing the Data: Developing Codes
    • Design of the Surveys
      • Data Sources and Collection
        • Table 1.1 Number of Surveys Returned
    • Interpretation of the Data
      • Indexing the Data: Developing Codes
      • Identifying Paradigm Cases
      • Writing Up the Findings
        • Table 1.2 Index of Research Site Visit Protocols
  • References
  • Index

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