July 24st, 2011
Aristotle taught that all free men (and women in my opinion) should be educated in the three forms of knowledge. The three being reflective contemplation received through one’s senses, production of a tangible object, and learning by doing. I have been told, more than once, that the only way to learn nursing is by practicing nursing. One can assume that this same thought could be applied to teaching nursing. As I prepare or at the least attempt to prepare myself for the upcoming fall semester as a new faculty member, I have recently embarked upon reading a multiplicity of writings in journals and text written by many of the foremost experts in the field of nursing education. Now, don’t get me wrong, not that I did not do this in earnest as a graduate student, however; the quest for preparedness continues to propel my desire to effectively assist my students in their efforts to become educated, safe, and caring practicing nurses.
In my readings, I have encountered thought-provoking literature dealing with strategies for successful teaching (Rossetti & Fox, 2009), professional development (Pape, 2000) and tips for new faculty (Smalley Mann, 2004). While the articles read thus far are just the tip of the iceberg, a personal favorite would be the article by Smalley Mann (2004). The article proceeds in listing a series of tips for new faculty and may be well worth incorporating into my practice as a nurse educator. Reflecting on the reason behind appreciating this article by Smalley Mann, I would have to conclude that relating to a list the complexity surrounding learning and teaching helps this new educator focus as well as the fact that personally, I have a penchant towards lists and the security lists provide. Smalley Mann’s tips include not using a red pen to grade, process for addressing test question debates ( with students), taking roll, teaching to the level of the student, setting boundaries and attending faculty development workshops (Smalley Mann, 2004). Mann provides sound advice even from the standpoint of an inexperienced educator. Over the course of the next couple weeks, the goal will be to read even more articles on the subject matter of new faculty experiences. My next big task will be setting up my office. Sigh. I have never had an office of my own aside from my home and even then I would not say “the office” is my own as it is frequented by husband, child and a sleeping dog at my feet.
This blog, the reflection and creation of the tangible, permanent written word, may yet fulfill a small piece of the demands of learning as set forth by Aristotle. In the end, as an adult learner, the product of learning will be the effect of change in oneself or others. Onward I go toward learning to teach by practicing teaching.
References
Smalley Mann, A. (2004) Eleven tips for the college teacher. Journal of Nursing Education, 43(9), 389-90
(Pape T 2000 Boyer's model of Scholarly Nursing Applied to ProfPape, T. (2000). Boyer's model of scholarly nursing applied to professional development. Association of Perioperative Nursing, 71(5), 995-1003.
(Rossetti J Fox P G 2009 Factors Related to Successful Teaching by Outstanding Professors: An IeRossetti, J., & Fox, P. G. (2009). Factors related to successful teaching by outstanding professors: An interpretive study. Journal of Nursing Education, 48(1), 11-16.