Teaching Philosophy

Philosophy of Teaching Statement

Introduction

I believe my desire to teach is inspired by my love of learning.  My love of learning led to my passion to educate and facilitate growth in others because I believe that shared knowledge has the potential to empower individuals and benefit us all.

This passion evolved to an expanded perspective with health coaching, which is distinct from educating. Health coaching is a partnership with a client through a self-discovery process to foster intrinsic motivation and wellbeing (Wolever et al., 2013).  Concepts of coaching may be applied to support students in a learning environment to build on their success and overcome challenges.  For example, an initial step in the coaching process is establishing trust.  This aligns well with Koharchik and Redding (2016)noting that having “genuine curiosity” is one way to create a trusting relationship with a student in a clinical setting.

Wellbeing

Wellbeing for myself and students is a foundational concept to my philosophy of teaching.  Seligman (2011) defined psychological wellbeing as positive emotions, engagement, relationships, meaning, and accomplishment (PERMA) (as cited in Kern, Waters, Adler, & White, 2015).  Kern et al. (2015) also discusses the need to include a multi-dimensional approach to wellbeing in education as a positive education approach has been associated with academic achievement.  The authors further note that factors of wellbeing may provide insight as to interventions that may support students in their academic challenges, such as fostering social relationships to engage in a study group.  Additionally, prioritizing my personal wellbeing will support my ethical responsibility to be present and adequately prepared for class (Svinicki & McKeachie, 2011).

Utilizing character strengths may be another tool to promote a positive learning experience.  In early research, it has been found that the application of character strengths by physicians positively influenced the perceived socio-moral climate of a medical department (Hausler et al., 2017).  Recognizing that students have different learning styles and may learn at a different pace, the utilization of character strengths may be a way to tailor instruction to the individual student.  It is the role of a clinical instructor to find the balance of learning, providing challenge, and promoting independence for each student (Koharchik & Redding, 2016).

While facilitating cognitive ability is expected as a teacher, another aspect which may enhance wellbeing is emotional intelligence (EI) (Di Fabio & Kenny, 2016).  As defined by Goleman (1998),  EI is the ability to recognize and manage our own emotions, as well as in our relationships (as cited in Victoroff & Boyatzis, 2013).  The authors note these factors may be complimentary to cognitive abilities.  Research has shown that dental students who scored higher on the self-management cluster of competencies in a model of EI, which include emotional self-control, achievement, orientation, initiative, trustworthiness, conscientiousness, adaptability, and optimism, performed well in the clinical setting (Victoroff & Boyatzis, 2013).  As a teacher, I believe a commitment to the development of my personal EI, as well as my students, is essential to create a positive learning experience.

Evidence-Based Practice

In a clinical setting, it is essential to bridge between theory, research, and application.  As Karuhije (1997)notes, each influences the other.  It is in this realm where teaching an evidenced-based practice (EBP) approach may be applied.  EBP has been widely accepted as a key to delivering high quality healthcare and improving patient outcomes, however, actual implementation of evidenced-based care is limited (Melnyk & Fineout-Overholt, 2011).  As a clinical instructor, I carry the responsibility of imparting this value.  It is important to consider this approach may be overwhelming for a novice student, therefore, role modelling how to implement evidenced-based research into practice may be helpful to overcome this barrier.

Professionalism

 A student may have their first experience in a professional healthcare environment during a clinical experience.  Upholding qualities of professionalism may be formative to their career.  The experience of professionalism for the student starts with the integrity of the teacher-student relationship.  Having clear expectations, providing timely feedback, recognizing areas of growth, in addition to areas of improvement, and honoring privacy and confidentiality are all key aspects (Koharchik & Redding, 2016).  Additionally, it is my responsibility to uphold fairness, both interactional and procedural (Svinicki & McKeachie, 2011).

In the clinical setting, the most important aspect of professionalism is safety.  A critical perspective for students to recognize is that safety as the highest priority and the element that informs all actions and decisions.  Providing space for kinesthetic learning is key.  Therefore, the art of being a clinical instructor is balancing the autonomy of the student and the safety of the patient and staff.

The final aspect of professionalism is interprofessional collaboration and communication.  As an instructor, I will provide a positive collaborative experience with a systematic approach to the pre and post clinical discussion.  It is essential to remind the student that it is acceptable to not have all the answers.  Modeling how to utilize resources, communicate effectively, and create supportive relationships is critical to their success.  Featuring nurses and specialties with specific expertise, in addition to providing examples of successful nurses beyond the bedside, broadens the perspective of the student to explore what is possible for themselves and their patients.

References

Di Fabio, A., & Kenny, M. E. (2016). Promoting well-being: The contribution of emotional intelligence. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01182

Hausler, M., Strecker, C., Huber, A., Brenner, M., Höge, T., & Höfer, S. (2017). Associations between the application of signature character strengths, health and well-being of health professionals. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01307

Karuhije, H. F. (1997). Classroom and clinical teaching in nursing: Delineating differences. Nursing Forum, 32(2), 5–12. https://doi.org/10.1111/j.1744-6198.1997.tb00516.x

Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262–271. https://doi.org/10.1080/17439760.2014.936962

Koharchik, L., & Redding, S. R. (2016). Strategies for successful clinical teaching. AJN The American Journal of Nursing, 116(7), 62–65. https://doi.org/10.1097/01.NAJ.0000484944.01465.18

Melnyk, B., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice(2nd ed.). Philadelphia, PA: Wolte Kluwer-Lippincott Williams & Williams.

Svinicki, M. D., & McKeachie, W. J. (Eds.). (2011). McKeachies’s teaching tips: Strategies, research, and theory for college and university teachers(14th ed.). Blemont, CA: Wadsworth.

Victoroff, K. Z., & Boyatzis, R. E. (2013). What Is the relationship between emotional intelligence and dental student clinical performance? Journal of Dental Education, 77(4), 416–426. Retrieved from http://www.jdentaled.org/content/77/4/416

Wolever, R. Q., Simmons, L. A., Sforzo, G. A., Dill, D., Kaye, M., Bechard, E. M., … Yang, N. (2013). A systematic review of the literature on health and wellness coaching: Defining a key behavioral intervention in healthcare. Global Advances in Health and Medicine, 2(4), 38–57. https://doi.org/10.7453/gahmj.2013.042