Teaching is a process that involves varying interactions between students and teachers with a view of sharing information. Its primary purpose is to impart knowledge to the learner. However, possession of the required skills does not mandate a person to be a teacher. Teaching competency demands a combination of qualifications and other personal aspects. This essay provides an insight into teaching philosophy by exploring various perspectives of the instructional process in nursing.
Perspective of Teaching Philosophy in Nursing
Teachers usually adopt varying instructional approaches. In nursing, teaching should incorporate both theoretical and practical clinical practices. Iwasiw and Goldenberg (2015) posit that a teacher should aspire to develop talents by imparting information to students. As a result, the students are able to give back to the society. Furthermore, teaching can be seen as an instructional process that provides rules and guidelines to nurse students. Teachers are perceived as mediators between the students and new knowledge. They enable students to gain access to information by making it relevant and understandable (Billings & Halstead, 2012).
Iwasiw and Goldenberg (2015) hypothesize that effective learning requires creation of a suitable environment that makes the students to feel secure while interacting with their instructors. The environment should promote development of a good relationship between the teachers and learners. In addition, students-faculty relationships should be virtuous. Nurses who possess competent skills are able to offer plausible knowledge to students. Therefore, it is necessary for them to act as both educators and clinicians with a view of imparting important healthcare knowledge to patients. The teacher incorporates nursing theories to practical applications (Elisabeth, Christine, & Ewa, 2009).
According to the American Psychological Association (2011), cognitive techniques are important for instilling knowledge in learners. They improve the capacity of students to recall concepts and ideas significantly. One of the cognitive approaches that a teacher can put into practice is questioning. Reflective questions assess the student’s ability to recall knowledge. Lecturing is also an essential component of the cognitive approach. The lecturer engages the student in one-on-one discussion. This situation occurs in a classroom environment whereby the lecture can opt to use learning materials. Cognitive techniques instigate critical thinking among students by imparting ideas to them (American Psychological Association, 2011).
The nurse can also apply experimentation and constructivism. This theory engages the students in practical application of the classroom-based knowledge. Therefore, conducting mini-experiments is vital for full attainment of learning objectives. Nursing is a profession that requires proper qualifications and competency. Therefore, students should be encouraged to undertake experiments that involve testing of the theoretical concepts (Billings & Halstead, 2012).
Furthermore, a teacher can also apply observable concepts in clinical practice. This situation involves communication of the information to the students during leaning sessions. Teachers should create interactive environments for the learners. For instance, they should ensure that the students feel secure in the learning environment. This state of affairs will motivate the students to ask questions and interact freely with their teachers (Iwasiw & Goldenberg, 2015).
Finally yet importantly, teachers should not avoid or react in a way that demoralizes the students when they encounter challenging questions. Such issues should be accepted and discussed thoroughly in class since they can instigate discussions that prompt both parties to further research (American Psychological Association, 2011).
Qualifications are paramount to professionalism; hence, a nurse requires skillfulness. However, teaching of the same skills is different amongst trainers. Teachers adopt unique instructional philosophies that define their competency.
American Psychological Association. (2011). Publication Manual of the American Psychological Association. Washington, DC: American Psychological Association.
Billings, D., & Halstead, J. (2012). Teaching in nursing. St Louis, MO: Elsevier Saunders.
Elisabeth, C., Christine, W., & Ewa, P. (2009). Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education. Nurse Education Today, 29(1), 522-6.
Iwasiw, C., & Goldenberg, D. (2015). Curriculum development in nursing education. Burlington, MA: Jones and Bartlett.