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Educating Nurses : A Call for Radical Transformation



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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

Forewordp. ix
Acknowledgmentsp. xv
The Authorsp. xix
Introductionp. 1
Transformation, Crisis, and Opportunityp. 17
A Profession Transformedp. 19
Teaching and Learning in Clinical Situationsp. 41
Teaching and Learning in the Classroom and Skills Labp. 63
A New Approach to Nursing Educationp. 81
Teaching for a Sense of Saliencep. 93
Paradigm Case: Diane Pestolesi, Practitioner and Teacherp. 97
Strategies for Teaching for a Sense of Saliencep. 109
Integrative Teaching for Clinical Imaginationp. 127
Paradigm Case: Lisa Day, Classroom and Clinical Instructorp. 131
Developing a Clinical Imaginationp. 143
Connecting Classroom and Clinical Through Integrative Teaching and Learningp. 155
Teaching for Moral Imaginationp. 165
Paradigm Case: Sarah Shannon, Nurse Ethicistp. 169
Being a Nursep. 177
Formation from a Critical Stancep. 201
A Call for Radical Transformationp. 211
Improving Nursing Education at the Program Levelp. 215
Appendix: Methods for the Carnegie National Nursing Education Studyp. 231
Referencesp. 239
Indexp. 249
Table of Contents provided by Ingram. All Rights Reserved.

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