Sydney Local Health Network, Concord Hospital, Hospital Road, Concord, New South Wales, 2139, Australia.
Nurse Educ Today. 2012 Nov;32(8):930-3. doi: 10.1016/j.nedt.2011.10.022. Epub 2011 Nov 17.
Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.
每位护士教育者的教学法都奠定了他们对教学的理解和方法，无论他们是否对此进行了反思或阐明。在本文中，我们概述了在制定护理教育教学理念时应考虑的因素和问题，并阐述了传统和当代教学模式之间的广泛差异以及各种知识方式。由于价值观是任何教学框架的基础，因此我们将从与教学法、认识论及其与护理实践的相关性的角度来考虑这些价值观。本文还概述了与在课堂或临床环境中教授护理的当代教学法相一致的关键教师角色和策略。撰写本文的前提是，阐明自己对教育和知识的理解以及这些术语和过程中隐含的价值观，将有助于提高自我意识和更有效地教授护理。以健全的教学理念和框架为基础的教育方法可以为学习者提供有教育意义和积极的体验。
