By CeCelia R. Zorn
Turning into a Nurse Educator: discussion for an interesting occupation is a pragmatic advisor built to assist new and rising nurse educators of their occupation improvement. Written in a straight-forward demeanour, it provides instructing stories combined with theoretical dialogue and particular educating concepts to aid new nursing educators find which means of their occupation. This crucial advisor includes well known literature, nurse educator stories, tales, rates, and dialogue questions. turning into a Nurse Educator: discussion for a fascinating occupation is a must have source for any nursing educator and nursing schooling scholars.
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Extra info for Becoming a Nurse Educator: Dialogue for an Engaging Career
It may be that, initially, we try to fit the discipline, the classroom, the world to ourselves. As educator enters us, then, we must fit ourselves to education, recognizing that as this happens, we cannot hurry and we cannot rest. Shulman (2004) describes Charles Bosk’s book Forgive and Remember, about surgical interns learning in their residency, to support using cases as a pedagogical tool. In analyzing cases with students, according to Shulman, we can begin to learn from the case experience, rather than to focus on counting failures and hiding embarrassment.
Responding too quickly to one’s own question tends to end the discussion because the students then perceive the teacher as the expert. Again, borrowing from Lee Shulman’s (2004) discussion, I’d like to highlight some notions about wait times, the amount of time between a teacher’s question and a student’s response. As supported by research, when teachers wait longer to get a student response or before they repeated, restated, or redirected the question, student responses are more complex, analytic, and creative.
To keep his Mustang running, the Iranian mechanic kept tinkering with it repeatedly, adding old Iranian parts, and then was shocked because it didn’t work. To illustrate his point about integrity and authenticity, Siamak concludes, “It’s the same with our politicians and intellectuals . . they borrow Western concepts like democracy, stick in Iranian parts, and can’t figure out why they’ve lost the juice” (p. 77). In this pause, then, I must spend time with who I am. Who am I, without any parts added that don’t belong, without mixing and affixing in ways that don’t fit?