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Educating Nurses : A Call for Radical Transformation
by Benner, Patricia; Sutphen, Molly; Leonard, Victoria; Day, Lisa; Shulman, Lee S.Edition:
1st
ISBN13:
9780470457962
ISBN10:
0470457961
Format:
Hardcover
Pub. Date:
12/9/2009
Publisher(s):
Jossey-Bass
List Price: $44.80
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Summary
This book emerges from a study of nursing education by the Carnegie Foundation for the Advancement of Teaching, as part of its Preparation for the Professions series. It is written for administrators and faculty in nursing schools and programs.The profession of nursing in the United States is at a significant moment. Profound changes in science, technology, patient activism, the market-driven health care environment, the nature and settings of nursing practice have all radically transformed nursing practice since the last national nursing education study, forty years ago. The changes in nursing practice, in turn, have enormous implications for nursing education, which this book explores.
Author Biography
Patricia Benner directs The Carnegie Foundation for the Advancement of Teaching's Study of Nursing Education and is professor emerita at the University of California, San Francisco School of Nursing. She is a nursing educator and author of From Novice to Expert: Excellence and Power in Nursing Practice and other notable books on nursing practice and education.
Molly Sutphen is on the faculty at the University of California, San Francisco and codirector of ?The Carnegie Foundation's Study of Nursing Education. She is a historian who has published widely on nursing education and the history of international health.
Victoria Leonard is a former nurse educator in maternal child nursing and health policy. Currently, she is a family nurse practitioner and child care health consultant at the UCSF California Childcare Health Program.
Lisa Day is a former nurse educator in critical care, acute care nursing, and ethics. Currently, she is a clinical nurse specialist for neuroscience and critical care at UCSF Medical Center. She authors the ethics column for the American Journal of Critical Care.
Table of Contents
| Foreword | p. ix |
| Acknowledgments | p. xv |
| The Authors | p. xix |
| Introduction | p. 1 |
| Transformation, Crisis, and Opportunity | p. 17 |
| A Profession Transformed | p. 19 |
| Teaching and Learning in Clinical Situations | p. 41 |
| Teaching and Learning in the Classroom and Skills Lab | p. 63 |
| A New Approach to Nursing Education | p. 81 |
| Teaching for a Sense of Salience | p. 93 |
| Paradigm Case: Diane Pestolesi, Practitioner and Teacher | p. 97 |
| Strategies for Teaching for a Sense of Salience | p. 109 |
| Integrative Teaching for Clinical Imagination | p. 127 |
| Paradigm Case: Lisa Day, Classroom and Clinical Instructor | p. 131 |
| Developing a Clinical Imagination | p. 143 |
| Connecting Classroom and Clinical Through Integrative Teaching and Learning | p. 155 |
| Teaching for Moral Imagination | p. 165 |
| Paradigm Case: Sarah Shannon, Nurse Ethicist | p. 169 |
| Being a Nurse | p. 177 |
| Formation from a Critical Stance | p. 201 |
| A Call for Radical Transformation | p. 211 |
| Improving Nursing Education at the Program Level | p. 215 |
| Appendix: Methods for the Carnegie National Nursing Education Study | p. 231 |
| References | p. 239 |
| Index | p. 249 |
| Table of Contents provided by Ingram. All Rights Reserved. |
