The use of teaching portfolios to promote excellence and scholarship in nurse education

Achieving excellence in nurse education and demonstrating scholarship in teaching is a challenge for nurse educators who find themselves torn between maintaining high standards in nurse education and their own need for recognition and promotion in an environment that primarily favours research and publications over excellence in teaching. The use of a teaching portfolio is a way to display excellence in nurse education and to provide a public display of teaching scholarship. While not a new concept in nursing education, it has some originality in its application to practising nurse educators. However, the requirement for and guidelines on the development of a portfolio for nurse educators (other than those undertaking educational training) has been little explored. The aim of this paper is to explore the concept of a teaching portfolio as a vehicle to demonstrate excellence and scholarship among seasoned nurse educators. The process of developing a teaching portfolio at one university setting is outlined, so that other teachers are enlightened to the potential benefits of this activity.     

Use of peer teaching to enhance student and patient education

This article describes an evaluation of a peer-teaching project undertaken by second-year nursing students at a higher education institution in England. The initiative has enhanced the students' understanding of peer education. The importance of the nurse's role in patient education is emphasised. It is hoped that the experience of peer teaching will prepare nursing students for their future roles as nurse educators for patients, students and other staff.     

The pursuit of excellence and innovation in service user involvement in nurse education programmes: Report from a travel scholarship

The involvement of service users and carers in nurse education is increasing, with the new standards for pre-registration nurse education in the UK, which require nurse education providers to demonstrate how they are involving users and carers in the planning, delivery, teaching and evaluation of nursing curricula (Nursing and Midwifery Council, 2010). A travel scholarship provided the opportunity to explore best practice in this area, focussing on identifying support systems and processes that enable user involvement.The scholarship was undertaken in the UK and Ireland during a 4 week study tour between June and July 2011, during which I visited 15 universities, and met with nurse education staff, users and carers involved in nurse education programmes. Prerequisite processes, the spectrum and variety of involvement activities, quality assurance and evaluation; and sustainability of user involvement in nurse education are reported in this paper. Service users and carers are an under-utilised resource, and as experts by experience have much to offer students and staff by increased involvement in nurse education programmes. The importance of values, enthusiasm and relationships, the cornerstones that strengthen user involvement; often sustain such partnerships.     

影响护生社区实习效果的因素分析与对策

目的探讨实习护生社区带教的合理化模式。方法采取自行设计的《护生社区实习效果评价表》和《护生满意度调查表》对116名社区实习护生进行效果评价和问卷调查。结果1999年3月-2002年3月的65名护生和2003年3月-2004年3月的51名护生社区实习效果评价和护生满意度均存在显著性差异(P<0.01)。结论通过对社区实习带教效果的评价和影响因素分析,采取相应的对策,改善了教学质量,增强护生对社区卫生服务的认识,提高了健康教育的能力,为今后尽快胜任护理工作打下良好的基础。     

The application of performance indicators to nurse education (Part 1)

The aim of this paper is to examine the application of Performance Indicators (PIs) to nurse education in terms of a literature review. In order to achieve this aim key theoretical concepts related to PIs are examined in terms of management literature in nurse education, general and higher education. Although the ideas related to PIs of staff, teaching methods and learning environment are well developed in nurse education, the notions of student reports, student reviews and student perceptions as indicators are not widely applied to the evaluation of Schools/Colleges of Nursing. Furthermore, there is hardly any evidence of the application of the following indicators to nurse education: unit costs, student/staff ratio (SSRs), wastage and completion rates and value-added scores. Until concepts are developed into PIs in nurse education, Schools/Colleges of Nursing have not been evaluated for their effectiveness.     

Teacher self-efficacy in new nurse educators.

The purpose of this study was to determine the variables that influence teacher self-efficacy in faculty with five or fewer years of teaching experience. Specifically, the relationship between formal educational courses and teacher self-efficacy in the teaching domains of course preparation, instructor behavior, evaluation and examination, and clinical teaching were examined. Findings showed that the 346 new nurse educators in this study had a strong sense of teacher self-efficacy. Results of multiple regression analysis indicated that formal education courses, teaching experience in nursing, and other teaching experience influenced the level of teacher self-efficacy. This study has implications for the mentoring of new faculty in the teaching role.     

基于行动研究的重症监护专科护士教学模式改革与实践

目的对重症监护专科护士教学模式改革与实践,旨在打破长期以"教师为主导,学生被动接受"的教学模式,创造一个在理论与实践教学中,教与学共同参与,互动互补的空间。方法以行动研究法为框架,应用调查研究法、访谈法、观察法、文献研究法、咨询专家等方法收集资料并进行分析。结果行动小组运用"行动研究"方法学,按照"制定计划-实施培训-定期评估-总结分析-制定新计划"的思路,从学员入学测评、理论教学、临床实践和终末考评四个阶段开展培训工作,对整个教学中存在的问题进行分析整改、修改计划、不断改进培训方法、提高培训效果。结论行动研究法是解决护理教育领域内实际问题的有效方法。通过在重症监护专科护士培养过程中进行行动研究,有助于构建专科护士培养模式,提升重症监护专科护士培训的质量。     

Matching purpose with practice: revolutionising nurse education with mita

Multiple intelligences have only recently entered the teaching dialogue in nurse education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches that fail to engage with the individual and unwittingly silence the student's voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner's contention that the brain functions using eight intelligences which can be employed to improve learning at an individual level. It will then outline the use of MI using a five phase model, developed by Weber, known as a multiple intelligence teaching approach (MITA). It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual's professional development and clinical practice.     

The clinical role of nurse lecturers: Past, present, and future

The clinical role of nurse lecturers has been the subject of much debate since the transfer of nurse education into Higher Education Institutions within the United Kingdom. This article provides a critical evaluation of the clinical role of nurse lecturers in terms of policy drivers and strategies for implementing national guidelines. Policies from the initiation of Project 2000, through to recent consultation documents on the support of students in practice, are evaluated. Formal aspects of the nurse lecturer remit, such as link tutor and personal supervisor roles, are discussed in terms of their impact on clinical practice. There is also a brief review of the development of the lecturer practitioner role as a bridge between education and practice. The fundamental arguments in support of nurse lecturers maintaining a clinical role in practice are analysed. This analysis includes consideration of the concept of 'clinical credibility' in terms of the impact on teaching and the closure of the theory-practice gap. The article concludes with suggestions for strategies to resolve the ongoing debate surrounding the clinical role of nurse lecturers. These recommendations include a review of staff:student ratios in nurse education, re-evaluation of the need for a clinical role, and the use of innovative recruitment and development strategies by higher education institutions.     

Evidence-based nursing education: myth or reality?

This article explores the concept of evidence-based nursing education. Because nurse educators incorporate evidence-based practice as a basic tenet of their programs, they assume nursing education itself is evidence based. Nursing education has a body of knowledge on which nurse educators base teaching, educational strategies, and curricular designs, but most of this knowledge is tacit, experiential, and based on practice. This knowledge relates to the art of teaching in nursing and can warrant the practice of nurse educators. However, research is also necessary to demonstrate the effectiveness of teaching approaches and strategies. Nurse educators need to develop the science of nursing education through qualitative and quantitative research, to add to the tacit knowledge underpinning nursing education strategies. When the science of nursing education is adequately developed through rigorous research, we will truly be able to say that nursing education is evidence based. Until then, it may be only a myth.     

改革护理教学方法 提高护生人文素养

目的 提高护生的人文修养水平,推进护理专业学生素质教育过程.方法 将浙江海洋学院医学院护理专业2003级147名护生为教改组,2002级141名护生为对照组.教改组通过改进课程设置,改编人文教材,加强师资建设,拓展教学方法,完善评价体系等系列教学变革;对照组采用传统教学方法.在两组护生见习末期,分别到各见习医院实施体现护生人文素质为主的综合素质调查.结果 教改组专业素质及文化素质评分高于对照组（P＜0.05或P＜0.01）,两组比较有显著性差异.结论 改革后的教学方法,能有效提高护生人文修养水平.     

Applying aspects of curriculum studies to the practice of nurse teaching

Developments in the preparation of nurse tutors have been dramatic and farreaching over the past decade. These developments herald a change in emphasis, from an overwhelming clinical orientation to one concentrating solely on educational theory and practice. This change has increased the importance of understanding the nature of curriculum development and its contribution to the enhancement of classroom teaching. To understand the curriculum within which he or she has to operate will enable the nurse tutor to construct educational goals which are integral throughout the whole programme. The fulfilment of these goals will depend largely upon the teaching styles adopted and the learning opportunities created. Through an understanding of curriculum process the tutor is able to identify those factors which inhibit effective learning. This understanding in turn can only be achieved if the nurse tutor is well practised in course planning and curriculum design.Recent trends in nurse education recognise that student nurses are young adults who, in the main, respond well to an educational system based on the principles of andragogy. This approach carries enormous responsibilities for ensuring that curriculum design supports independent learning strategies, continuous assessment and effective course evaluation.     

Raising awareness of learning disability needs in acute sector care: A reflective account of a workshop from the guest facilitator perspective

Nurse education has an essential role to play in reducing health inequality for people with learning disability [Michael, J., 2008. Healthcare for All: Report of the Independent Inquiry into Access to Healthcare for People with Learning Disabilities. Aldridge Press, London]. Many nurse education providers will need to use guest facilitators in order to raise awareness of best practice in caring for this client group for non learning disability branch students and their experiences as nurse educators will be of growing interest. This article critically reflects on an educational session for pre-registration adult branch nursing students which used a variety of teaching methods to facilitate a reflective, student centred, experiential learning approach. Self assessment based on the change between two self rating scales was used to assess learning, the session itself was evaluated by students using a feedback form and through the formal assessment of teaching by a nurse tutor. This article critically evaluates the preparation, delivery and evaluation of the session, emphasising the perspective of the guest facilitator – a practicing community learning disability nurse. The conclusion reflects on key learning from the teaching experience.     

Educational research methods for researching innovations in teaching,learning and assessment: The nursing lecturer as researcher

The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching.This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years.     

护理本科实习生对病人实施个体化健康宣教的效果评价

[目的]观察以病例为引导(CBS)+以问题为基础的教学(PBL)模式指导下的病人个体化健康宣教在护生临床实习带教中的应用效果.[方法]将2009年6月-2010年3月在我院轮转实习的护生48人随机分成实验组和对照组各24人,实验组护生对病人实施个体化健康宣教,对照组护生参与带教老师组织的健康宣教.专人负责收集两组护生出科考试成绩、病人对护生的评价、带教老师对护生的评价和护生的自我评价分值.[结果]实验组护生出科考试成绩、病人对床位护生的评价、带教老师对护生的评价和护生自我评价分值均优于对照组(P<0.01).[结论]临床实习护生对病人开展个体化健康宣教,能帮助护生养成以人为本、主动提供健康教育服务的习惯,提升护生的综合能力.     

系统化护理教学在神经外科低年资护士培训中的应用

目的 探讨在神经外科采用系统化护理教学对低年资护士进行培训的方法 及效果.方法 选择23名低年资护士,通过确定教学目标及教学计划、组织教学及教学评价的方法 进行培训.结果 23名低年资护士培训后的自我评价、护士长及总教学老师评价、医生评价、患者评价与培训前进行对比,差异均具有统计学意义(P<0.01).结论 对低年资护...     

护士长在护理实习教学中的督导作用

为探索新形势下临床护理教学管理模式及护士长在护理实习教学中的督导作用,自2000年开始,科室建立并完善了临床教学管理组织,加强了带教组长和带教老师的选拔及培训,完善了临床教学质量评价体系,建立了竞争激励机制。带教老师素质提高,创造了良好的临床护理实习环境,护生综合能力明显提高,达到了教学相长。护士长的重视,科学的教学管理体系,多种形式的临床教学活动,严格的检查与监控是提高临床教学质量的关键。     

Nurse Education Tomorrow Conference 1991. An examination of selected current student nurse issues.

Clinical teaching has become increasingly complex and difficult for nursing instructors. Pressures for public accountability in nursing education and patient care, economic stresses, marked changes in the nursing curricula, and the growth of collective bargaining units have all complicated the task of educating student nurses. Traditional issues focusing on teaching strategies, academic and clinical evaluation concerns have been extensively researched. What are the current issues facing nurse educators? Our project aimed to identify some current student nurse issues in selected nursing programmes. Using a convenience sample, data were collected from the chairmen of nursing education in selected agencies. Analysis following the Fox and Diamond framework (1965) revealed recurring issues relating to mature students, stress and the clinical environment, and the mentor needs are a few of the issues discussed in this paper.     

The perceptions of students and teachers regarding the introductory module of an enrolled nurse conversion course

This study sets out to explore the perceptions of students' and their teachers' regarding the Introductory Module of a course to convert Enrolled Nurses to Registered General Nurses. The course has been developed as a joint venture with two local Schools of Nursing as an experiment in joint course management. An illuminative evaluation approach has been adopted utilising the techniques of observation, questionnaires and interviews, in order to provide information by a variety of means upon which the course management team can base their future decisions regarding the course. The findings suggest that the introductory module was perceived by the students and teachers as a valuable learning experience. Issues specific to the course which were highlighted included the need for the involvement of the course teachers from each School of Nursing in the teaching programme, the introduction of negotiated student learning, a joint approach to the assessment of theory and practice and a modification of the maternity and community care experience. General issues related to the students as mature learners included the need for pre-course preparation for the students, the assessment of individual learning needs, the inclusion in the content of essay writing skills and stress management and the need for a comprehensive staff development programme for the teaching staff. The study highlighted the need for evaluation of nurse education programmes and teaching methods in order to provide professional accountability and to ensure nurse education practice is research-based.