My teaching goals include:
- Providing a Dynamic education – Being flexible with my teaching styles to meet the needs of the students and to stay current with nursing education material.
- Encourage/Support/Require reflective practice – By requiring students to reflect on their practice and feelings, it will not only encourage critical thinking it fosters improved clinical performance and supports better patient and self care (Carter, Creedy & Sidebotham, 2017).
- Frequent & Timely Feedback (Formative Feedback) – Students need to know where they need improvement and how they are doing well. Frequent and timely feed back allows students the chance to know and understand how they can improve their performance before it’s too late (Koharchik, Weideman, Walters & Hardy, 2015).
- Educating respectfully – All interactions, including educational interactions have the potential to be respectful. I feel it is important to get to know students, know their interests, provide a comfortable learning setting including providing feedback and remediation in a private environment (Koharchik, Weideman, Walters & Hardy, 2015).
- Authentic Learning – Work to provide students with authentic learning experiences clinically, so that they can synthesize classroom material into “real life” practice.
References:
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery. Pp. 73-80.
Koharchik, L., Weideman, Y. L., Walters, C. A., & Hardy, E. (2015). Evaluating Nursing Students’ Clinical Performance. AJN The American Journal of Nursing, 115(10), 64-67.