A framework for clinical teaching: A passion-centered philosophy.
Clinical nurse educators are facing a number of new challenges in pediatric acute care settings that necessitate revisions to their teaching approaches. In this paper, we present a theoretical discussion of a philosophy of nursing education based on a passion for teaching that, when implemented by clinical nursing faculty, promotes positive learning environments in which nursing students feel supported, valued, and engaged. A revised leadership framework, as originally set out by Day (2004), is utilized to explore the essential philosophical underpinnings of passion that nurse educators may consider as they seek to promote positive student outcomes in clinical nursing education. Beatty et al. (2009) argued that there is a growing conviction that every teacher needs a carefully formulated teaching philosophy. Similarly, we contend that all clinical nurse educators critically evaluate their understanding of the meanings and experiences that motivate and frame their values of teaching. We suggest that teaching with passion promotes the development of a positive learning environment and lends itself to rewarding and successful learning experiences.
Spurr
Shelley
S
Faculty of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. shelley.spurr@usask.ca
Bally
Jill
J
Ferguson
Linda
L
D004506:Education, Nursing / Q000379:methods*; D004644:Emotions; D005181:Faculty, Nursing; D006801:Humans; D008962:Models, Theoretical; D010371:Pediatric Nursing / Q000193:education; D010684:Philosophy