Building a Science of Nursing Education

Building a Science of Nursing Education

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Publication Date: 2012
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ISBN/ISSN: 9781934758052

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Building the Science of Nursing Education: Foundation for Evidence-Based Teaching and Learning is the culmination of a seven-year project by the NLN Task Group on Teaching-Learning Paradigms. The contributors, all seasoned nurse educator-scholars, thoroughly investigated existing studies of nursing education practice and created the first model for building a science of nursing education, which, it is hoped, will serve as a foundation for continuing scholarship in the field.

 

The primary goal of the book is to promote evidence-based nursing education and the scholarship of teaching. It is a resource for graduate students, new nurse educators, new and experienced scholars, and seasoned nurse educators to assist them in understanding the scope and use of existing nursing education science and to create new areas of research. There are chapters devoted to the essentials of learning and teaching-learning in the cognitive, psychomotor, and affective domains. The concluding chapter is a broad overview of the task group's work and points to challenges that remain to be tackled by future scholars for whom this volume is designed to be a resource.

 

This book presents the readers with the best teaching-learning strategies to transmit the necessary critical thinking and other skills to maximize patient care.

 

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Numerous appendices offer additional information and resources to help a reader’s knowledge gap.

 

Comprehensive tables summarizing research-based literature on numerous topics, including learning styles, learning environments, and thinking styles in nursing and higher education.

 

References are listed so readers can pursue the content further.


ISBN/ISSN: 9781934758052
Product Format: Softbound
Trim Size: 6. x 9
Pages: 360
Pub Date: 2012
Weight: 1.05

TABLE OF CONTENTS

List of Tables
List of Figures
Foreword
Preface
Acknowledgements
Dedication

Chapter 1: Building a Science of Nursing Education
Ruth Seris Gresley, PhD, RN, CNE

Chapter 2: A Framework for Organizing and Reporting Research Findings: Using a Common Language
Shelia Cox Sullivan, PhD, RN, CNE

Chapter 3: Essentials of Learning
Nell Ard, PHD, RNC, CNS, CNE

Chapter 4: Teaching-Learning in the Cognitive Domain
Cesarina Thompson, PhD, RN

Chapter 5: Teaching-Learning in the Psychomotor Domain
Pamela R. Jeffries, DNS, RN, FAAN, ANEF & Gail Kpst, MSN, RN, CNE & Vema Sweitzer, MN, RN, CNE

Chapter 6: Teaching-Learning in the Affective Domain
Cathleen M. Shultz, PhD, RN, CNE, FAAN

Chapter 7: Ongoing Development of the Science of Nursing Education
Theresa M Valiga, EdD, RN, FAAN

Appendix A:  Author Profiles

Appendix B: NLN Task Group on Teaching-Learning Paradigms (2001-2006)

Appendix C: Journals and Annual Reviews that Publishing Nursing Education Research

Appendix D: Nursing Education Databases
Janet M Phillips, PhDc, RN

Appendix E: Summary of Major Categories of Krathwohl, Bloom, & Masia’s Affective Domain Taxonomy
Cathleen M. Shultz, PhD, RN, CNE, FAAN

Appendix F: Latin American Scientific Contribution to New Teaching/Learning/Evaluation Paradigms to Advance Nursing Education: A Progress Review of the Portuguese and Spanish Literature
Gloria Wright, PhD, RN & Maria de Souza, PhD, RN &Kenya Reibnitz & Joel Mancia & Silvia Ortega, MNSc

 

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