Responding to Quiet Students: Implications for Educators and Advisors

Quiet students seldom speak in class and rarely approach the instructor. Educators may find such students perplexing because it is difficult to discern if they are fostering such students’ learning. This paper compares and contrasts introversion and shyness, explores ways in which quiet tendencies influence students’ learning, and lastly, presents implications for teachers and advisors

Structural empowerment impacts nurse educators\u27 work environment and professional quality of life

This investigated nurse educators’ perception of structural empowerment (SE) to determine if there is a relationship to their professional quality of life (ProQoL). While greatly studied, in nursing staff, this has been minimally researched for nurse educators and is important to consider in light of the current nurse educator shortage

Student nurse externships

This presentation discusses the benefits of summer nurse externships for student nurses. Externships feature instruction on interprofessional collaboration in the clinical setting by forming clinical academic partnerships. Externships, very similar to the transition-to-practice residency programs, align with clinical immersion experiences to reinforce the nursing education values of safe patient care, clinical reasoning and holistic decision-making

Nurse educators\u27 experience of compassion fatigue

Little is known about the nurse educator\u27s experience of compassion fatigue. The present study examined the relationships among compassion fatigue, workplace environment and various demographic variables. These relationships as well as suggestions for future study will be examined

Nurse Externships Promote Interprofessional Collaboration, Enhance Resiliency, and Foster Nurse Self-Advocacy

Nursing externships augment the student\u27s undergraduate clinical education and focus on reinforcing safe patient care. However, externships have the ability to do more than reinforce theoretical knowledge. When immersed in the clinical environment for 8 to 10 weeks, externships benefit students\u27 knowledge of interprofessional collaboration, personal resilience, and self-advocacy

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

Introduction – Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu Objective – To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. Method: A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. Discussion - Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) Legacies from the past and the inherent features of nurse education and (2) Challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. Conclusion(s) – Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent

Seeking tenure while practicing clinically: Finding balance in academia

Session presented on Saturday, April 13, 2013: The purpose of this study was to assess the lived experience of academicians seeking tenure while teaching and practicing at the bedside. The purpose also sought to identify how a sense of balance was maintained in the workplace to create a healthy workplace environment throughout this process

“If it feels right, do it”: Intuitive decision making in a sample of high-level coaches

Comprehensive understanding and application of decision making is important for the professional practice and status of sports coaches. Accordingly, building on a strong work base exploring the use of professional judgement and decision making in sport, we report a preliminary investigation into uses of intuition by high-level coaches. Two contrasting groups of high-level coaches from adventure sports (n = 10) and rugby union (n = 8), were interviewed on their experiences of using intuitive and deliberative decision making styles, the source of these skills, and the interaction between the two. Participants reported similarly high levels of usage to other professions. Interaction between the two styles was apparent to varying degrees, while the role of experience was seen as an important precursor to greater intuitive practice and employment. Initially intuitive then deliberate decision making was a particular feature, offering participants an immediate check on the accuracy and validity of the decision. Integration of these data with the extant literature and implications for practice are discussed

Reframing professional development through understanding authentic professional learning

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning