NUR-646E Teaching Philosophy Statement

May 30, | nursing, med, NURS, Paper

NUR-646E Teaching Philosophy Statement
NUR-646E Teaching Philosophy Statement
Teaching Philosophy Statement
My teaching philosophy is derived from Jean Watson’s Theory of Transpersonal Caring. Watson’s theory support nursing education that integrates holistic knowledge from different disciplines. Watson supports a wide-spectrum professional nursing curriculum that integrates arts, sciences, and humanities. NUR-646E Teaching Philosophy Statement.
I concur with the philosophy of Watson, and accordingly, I apply her…
 
Teaching Philosophy Statement
Description:
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The purpose of this assignment is to develop your personal teaching philosophy statement. This will be included in your e-portfolio to be submitted at the end of this course.
 
Begin by researching a developed teaching philosophy and use the information to shape your own philosophy.
 
In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on the purpose of education, how students learn, how your beliefs facilitate learning, the role of the nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek to integrate the nurse educator competencies into your professional practice.
 
APA style is not required, but solid academic writing is expected NUR-646E Teaching Philosophy Statement.
 
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
 
You are not required to submit this assignment to LopesWrite.
 

Course Code
Class Code
Assignment Title
Total Points

NUR-646E
NUR-646E-O500
Teaching Philosophy Statement
75.0

Criteria
Percentage
1: Unsatisfactory (0.00%)
2: Less Than Satisfactory (80.00%)
3: Satisfactory (88.00%)
4: Good (92.00%)
5: Excellent (100.00%)

Criteria
100.0%

Beliefs on the Purpose of Education
25.0%
A description of beliefs on the purpose of education is not included.
A description of beliefs on the purpose of education is present, but it lacks detail or is incomplete.
A description of beliefs on the purpose of education is present.
A description of beliefs on the purpose of education is clearly provided and well developed.
A description of beliefs on the purpose of education is thoroughly developed with supporting details.

NUR-646E Teaching Philosophy Statement

Student Learning
20.0%
A discussion of beliefs on different learning styles in various settings is not included.
A discussion of beliefs on different learning styles in various settings is present, but it lacks detail or is incomplete.
A discussion of beliefs on different learning styles in various settings is present.
A discussion of beliefs on different learning styles in various settings is clearly provided and well developed.
A discussion of beliefs on different learning styles in various settings is thoroughly developed with supporting details.

Learning Facilitation
20.0%
A description of how student learning is facilitated is not included.
A description of how student learning is facilitated is present, but it lacks detail or is incomplete.
A description of how student learning is facilitated is present.
A description of how student learning is facilitated is clearly provided and well developed.
A description of how student learning is facilitated is thoroughly developed with supporting details.

Role of the Nurse Educator
25.0%
A description of how the student will integrate the nurse educator competencies into their professional practice is not included.
A description of how the student will integrate the nurse educator competencies into their professional practice is present, but it lacks detail or is incomplete.
A description of how the student will integrate the nurse educator competencies into their professional practice is is present.
A description of how the student will integrate the nurse educator competencies into their professional practice is clearly provided and well developed.
A description of how the student will integrate the nurse educator competencies into their professional practice is thoroughly developed with supporting details.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0%
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
The writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0%
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage
100%

 
Teaching Philosophy Statement
My teaching philosophy is derived from Jean Watson’s Theory of Transpersonal Caring. Watson’s theory support nursing education that integrates holistic knowledge from different disciplines. Watson supports a wide-spectrum professional nursing curriculum that integrates arts, sciences, and humanities.
I concur with the philosophy of Watson, and accordingly, I apply her theoretical concepts in my nursing practice. These are values I will embrace as I take up the role of a nurse educator. As an educator, I plan to use the principles of the ten curative factors to ensure a caring relationship with all my students. For me, it is important to establish a suitable and wholly functional learner-instructor relationship whose foundation is mutual respect, trust, and understanding. I believe that nurse educators ought to be flexible, have effective communication skills, empathic, compassionate, juts, and collaborate with the students.
I believe that teaching is supposed to be person-centered and should recognize and accept the diversity of the learners and use learning styles that fit each specific student. As a nurse educator, I will provide various teaching-learning techniques, various teaching strategies, and also use technologies to make sure that all students have the best learning experiences. I will ensure that the learning environment is “user-friendly” and supports problem-based learning and constructivism NUR-646E Teaching Philosophy Statement.
Lifelong nursing is a key element of my teaching philosophy. Accordingly, I will utilize the nursing process in the assessment, planning, implementation, evaluation, and making the necessary adjustments to attain positive outcomes as a nurse practitioner and an educator as well. I believe as a nurse educator I am obligated to be knowledgeable, competent, well-informed and enthusiastic regarding the units I teach.  I will perform research and review the latest available evidence to ensure I am updated with the most recent evidence-based nursing practices and ensure my teaching reflecting best practices. I will work diligently to ensure competency and professionality as a nurse educator.

Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1

May 30, | nursing, med, NURS, Paper

Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1

Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1
Educating patients is an essential task for all nursing staff. Patients must be trained from admission to discharge. Nurses always have the opportunity to educate and train patients.  (Flanders, 2018) believes that this is the first process of health education. Patient evaluation is essential because each patient has different learning styles, education levels, values ​​and belief systems. The nurse is also responsible for assessing learning disabilities. Some of these barriers include cultural, health, environmental, language, literary, and physical barriers. Patients need to be trained to make wise decisions, manage their health, prevent disease and promote health Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1 .
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Nurses need to understand what is essential to their patients and what motivates them to make education more effective. Every patient is different because every patient has different motivations and learning tendencies, as pointed out by  (Richard, Evans, & Williams, 2018). Nurses must use a teaching method to demonstrate effective teaching. When designing health promotion education programs, caregivers must pay attention to specific target groups with the same values and goals. It is crucial to determine the level of literacy and any other learning disabilities. Providing various resources, such as video, written, and audio materials, are essential for communicating and evaluating patient knowledge in teaching.
When the patient is ready to learn and change, behavioural goals should be used in the patient’s care plan. Before the nurse can use behavioural goals, she must determine the patient’s willingness to change and establish goals for the patient’s phase. The change is divided into six stages Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1 . Nurses play a crucial role in patient education and play a key role in improving the health and well-being of patients.
References
Flanders, S. A. (2018, February). Effective Patient Education: Evidence and Common Sense. Nurses as Educators, 27(1), 55-58. Retrieved June 20, 2021, from https://www.proquest.com/openview/cb3e59032617667dc83c68a4cf971c09/1?pq-origsite=gscholar&cbl=30764
Richard, E., Evans, T., & Williams, B. (2018, January). Nursing students’ perceptions of preparation to engage in patient education. Nurse Education in Practice, 28(1), 1-6. Retrieved June 20, 2021, from https://www.sciencedirect.com/science/article/abs/pii/S1471595317306212

Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1  

Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?

Sample two
When creating individualized treatment plans, nurses must look at what patients already know about their illnesses and eliminate any misconceptions they may have about their condition. (Ashton & Oermnn, 2014). To accomplish this, nurses should ask open-ended questions about the patient’s past and present knowledge about their disease and medication. A nurse educator can also employ the strategy of bringing education to the people Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1 . Nurse educators should organize healthcare missions or trips to reach patients who do not go to the doctor’s office.
As a final option, educators can create individualized lesson plans for each patient. Religious and cultural beliefs should be considered in this plan because healthcare is a critical area in which they should be. Nurse educators must ensure that the educational program is developed and structured to meet the specific needs of each student. The patient must be made comfortable in order for the patient to comply with the nurse’s orders.
After a course of instruction, behavioral objectives can gauge a patient’s understanding of a new skill or medication. The teach-back method is excellent for testing the patient’s comprehension of new concepts (Smith & Zshar, 2013). Every skill that patients learn or are taught must be practiced. Rewarding good behavior is critical; for instance, a nurse could commend a teen for keeping track of their blood sugar levels and log those results. Patient outcomes are more likely to be successful if caregivers and patients actively participate in education.
Reference
In this case, S. B. (2017). Principles of Teaching and Learning in Nursing as a Nurse Educator
Ashton K, Oermann MH. Patient education in home care: strategies for success. Home Healthc Nurse. 2014 May;32(5):288-94. doi: 10.1097/NHH.0000000000000059. PMID: 24802599 Nurse’s role and responsibility as health educator – NRS-429VN Topic 1 DQ 1 .