Benner / Sutphen / Leonard Educating Nurses

A Call for Radical Transformation
1. Auflage 2009
ISBN: 978-0-470-55713-6
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 288 Seiten, E-Book

Reihe: JB-Carnegie Foundation for the Advancement of Teaching

Praise for Educating Nurses
"This book represents a call to arms, a call for nursingeducators and programs to step up in our preparation of nurses.This book will incite controversy, wonderful debate, and dialogueamong nurses and others. It is a must-read for every nurse educatorand for every nurse that yearns for nursing to acknowledge andreach for the real difference that nursing can make in safety andquality in health care."
--Beverly Malone, chief executive officer, NationalLeague for Nursing
"This book describes specific steps that will enable a newsystem to improve both nursing formation and patient care. Itprovides a timely and essential element to health carereform."
--David C. Leach, former executive director,Accreditation Council for Graduate Medical Education
"The ideas about caregiving developed here make a profoundlyphilosophical and intellectually innovative contribution tomedicine as well as all healing professions, and to anyoneconcerned with ethics. This groundbreaking work is bothparadigm-shifting and delightful to read."
--Jodi Halpern, author, From Detached Concern toEmpathy: Humanizing Medical Practice
"This book is a landmark work in professional education! It is amust-read for all practicing and aspiring nurse educators,administrators, policy makers, and, yes, nursing students."
--Christine A. Tanner, senior editor, Journal ofNursing Education
"This work has profound implications for nurse executives andfrontline managers."
--Eloise Balasco Cathcart, coordinator, GraduateProgram in Nursing Administration, New York University

Autoren/Hrsg.

Benner, Patricia

Sutphen, Molly

Leonard, Victoria

Day, Lisa

Weitere Mitwirkende

Shulman, Lee S.

Inhaltsverzeichnis

Foreword.
Acknowledgments.
The Authors.
Introduction.
PART ONE: Transformation, Crisis, and Opportunity.
1. A Profession Transformed.
2. Teaching and Learning in Clinical Situations.
3. Teaching and Learning in the Classroom and Skills Lab.
4. A New Approach to Nursing Education.
PART TWO: Teaching for a Sense of Salience.
5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher.
6. Strategies for Teaching for a Sense of Salience.
PART THREE: Integrative Teaching for ClinicalImagination.
7. Paradigm Case: Lisa Day, Classroom and ClinicalInstructor.
8. Developing a Clinical Imagination.
9. Connecting Classroom and Clinical Through IntegrativeTeaching and Learning.
PART FOUR: Teaching for Moral Imagination.
10. Paradigm Case: Sarah Shannon, Nurse Ethicist.
11. Being a Nurse.
12. Formation from a Critical Stance.
PART FIVE: A Call for Radical Transformation.
13. Improving Nursing Education at the Program Level.
Appendix: Methods for the Carnegie National Nursing EducationStudy.
References.
Index.

Über Autor(innen)

Patricia Benner directs The Carnegie Foundation for theAdvancement of Teaching's Study of Nursing Education and isprofessor emerita at the University of California, San FranciscoSchool of Nursing. She is a nursing educator and author of FromNovice to Expert: Excellence and Power in Nursing Practice andother notable books on nursing practice and education.
Molly Sutphen is on the faculty at the University ofCalifornia, San Francisco and codirector of ?The CarnegieFoundation's Study of Nursing Education. She is a historian who haspublished widely on nursing education and the history ofinternational health.
Victoria Leonard is a former nurse educator in maternalchild nursing and health policy. Currently, she is a family nursepractitioner and child care health consultant at the UCSFCalifornia Childcare Health Program.
Lisa Day is a former nurse educator in critical care,acute care nursing, and ethics. Currently, she is a clinical nursespecialist for neuroscience and critical care at UCSF MedicalCenter. She authors the ethics column for the American Journalof Critical Care.