Statement of Teaching Philosophy

The delivery of person centered nursing care is driven by the person-in-care, likewise, my teaching philosophy is driven by each student and their unique development of life-long learning. Essential competencies in life-long learning of the nursing student are self-care, compassion, purpose, and interdisciplinary team collaboration.  By incorporating the core concepts of Jean Watson’s Theory of Human Caring a student can begin to develop a sense of self-awareness and how to impart compassionate care through the use of authentic presence.

• Practice of loving-kindness and equanimity – the student will learn to model self-care, treating self and others with respect, genuine concern, kindness and dignity.
• Development of a trans-personal caring relationship – the student will promote intentional human connection with all others by developing and communicating a safe care plan that incorporates the person-in-care’s values, beliefs, and what is meaningful and valuable to them.
• Authentic presence – the student will seek to work from the person-in-care’s subjective frame of reference through non-judgmental and unconditional love and regard.  This is accomplished by engaging in genuine teaching/learning experiences that attend to wholeness and meaning, attempting to stay within the person-in-care’s frame of reference.
• Multiple ways of knowing – the student will participate in a collegial/collaborative co-creation relationship with people in their care that is based on understanding, critical thinking, knowledge, and readiness to learn. The student will help other healthcare providers to understand how the person-in-care is thinking about their illness/health and assist that person to formulate and give voice to questions and concerns to ask healthcare professionals.

By embracing the individuality of each student, as well as technological advances of the generation, it is my responsibility to inspire a transformational learning environment using creative methodology, enthusiasm and levity.

Description of Teaching Methodologies

• Self-Assessments – self-awareness begins with self-assessment of personality, communication, and collaboration styles. Utilizing free and fun self-assessment the student can begin to understand their own strengths and opportunities for growth.
• Clinical Case Studies – I love telling stories. After more than 30 years as an acute care clinician and administrator I share clinical cases that assist the student to marry the theoretical concept and the clinical or administrative situation.  This assists in retention and integration of the framework concept.
• Reflection  – as identified through my own experience, every situation is an opportunity to develop or refine skills for the next similar situation. By reflecting on knowledge, skills, and attitudes we become more self-aware, a critical component of Emotional Intelligence.  Reflection offers the student a safe environment in which to develop skills they may not be able to attain in the clinical setting and aids in the development of crucial conversation scripts.
• Technology – (internet, video, podcasts, discussion boards, blogs, pictures, music) – I love online learning and it important to embrace technology and how it can support and illustrate theoretical concepts. Concurrently, the evaluation of the source is just as critical!
• Data Analysis – My students will develop an understanding that data is a clinician or nurse leader’s best friend. The ability to develop a measurable process to demonstrate nurse sensitive impact to clinical care is a critical competency that is growing.  Changes to healthcare and population health will require the clinician to analyze and understand trends, rates, and other demographic details to combat disparities and inequalities.

Every student learns best through a combination of various methods of learning.  The ability to partner with each student, to determine the best mix of didactic and experiential process, coupled with technology, will assist me to provide a creative environment in which to stimulate critical thinking skills for all students.  I am also passionate about being a resource and mentor for each student, taking secession planning to a new level!

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