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Rating: 
Summary: A nurse's review
Review: As the shortage of nurses increase and the number of professional educators for nurses declines, one wonders what can be done to promote the nursing profession and reverse this trend. The impact that nursing education has on these two phenomena is seriously being investigated as a possible cause and cure to these problems. Nursing education, as the book points out, has always been teacher-centered. Nursing educators also act as the one to promote the nurse into the profession or stop the student's progression. This traditional role is spelled out clearly by Nancy Diekelmann and the other writers in their book, Teaching the practitioners of care: New pedagogies for the health professions. In a profession where curriculum is geared towards developing interpersonal skills and working in groups, students find themselves in an environment that is competitive and isolating. The student's relationships with facility are reported characterized with fear, anxiety and anger. Interpretive pedagogies, individually known as critical, feminist, phenomenological, and postmodern pedagogies, are a particular approach to schooling, learning, and teaching where the focus is placed on students and teachers working to together to learn in community oriented activities. This book uses research and nursing stories to portray a learning climate where these varieties of interpretive pedagogies weave a smooth transition to a new landscape of learning and teaching in nursing. Interpretive pedagogies promote both student and teacher learning. In nursing, which is quickly changing, this method of education provides for a constant flow of valuable knowledge. I believe the role of the teacher will become more general, helping students find, interpret, and apply information, instead of the traditional subject matter expert. The educators in the health care professions can look to books like this for valid guidance. I found myself pondering new thoughts and questions regarding my history of having once been a student nurse. I have to agree with the description of the traditional nursing curriculum of being teacher-centered which fostered isolation, fear and anxiety. Reading this is an explorative journey for the nurse and for nurse educators. It leaves the reader with hope that nursing education can rise to the challenge to integrate new pedagogies. I would recommend this book for the serious reader of educational philosophies.
Rating:
Summary: A nurse's review
Review: As the shortage of nurses increase and the number of professional educators for nurses declines, one wonders what can be done to promote the nursing profession and reverse this trend. The impact that nursing education has on these two phenomena is seriously being investigated as a possible cause and cure to these problems. Nursing education, as the book points out, has always been teacher-centered. Nursing educators also act as the one to promote the nurse into the profession or stop the student's progression. This traditional role is spelled out clearly by Nancy Diekelmann and the other writers in their book, Teaching the practitioners of care: New pedagogies for the health professions. In a profession where curriculum is geared towards developing interpersonal skills and working in groups, students find themselves in an environment that is competitive and isolating. The student's relationships with facility are reported characterized with fear, anxiety and anger. Interpretive pedagogies, individually known as critical, feminist, phenomenological, and postmodern pedagogies, are a particular approach to schooling, learning, and teaching where the focus is placed on students and teachers working to together to learn in community oriented activities. This book uses research and nursing stories to portray a learning climate where these varieties of interpretive pedagogies weave a smooth transition to a new landscape of learning and teaching in nursing. Interpretive pedagogies promote both student and teacher learning. In nursing, which is quickly changing, this method of education provides for a constant flow of valuable knowledge. I believe the role of the teacher will become more general, helping students find, interpret, and apply information, instead of the traditional subject matter expert. The educators in the health care professions can look to books like this for valid guidance. I found myself pondering new thoughts and questions regarding my history of having once been a student nurse. I have to agree with the description of the traditional nursing curriculum of being teacher-centered which fostered isolation, fear and anxiety. Reading this is an explorative journey for the nurse and for nurse educators. It leaves the reader with hope that nursing education can rise to the challenge to integrate new pedagogies. I would recommend this book for the serious reader of educational philosophies.
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