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With the field of nursing in the midst of an unprecedented transformation, nurse educators seek new approaches to classroom teaching and learning that prepare students to confront the complexities of practice and confidently solve problems in clinical settings.
Building on the foundation of Critical Conversations: The NLN Guide for Teaching Thinking , this second volume in the NLN's Critical Conversations series delivers specific examples and expert direction — grounded in knowledge from learning science and models of experiential, situated, and constructivist learning — that nurse educators can use to engage students in active thinking as they work together to determine the best approaches to clinical situations. Structured around the “three Cs of context, content, and course, this approachable text enhances the teacher-learner relationship and emphasizes clinically focused, authentic dialogue to help nurse educators provide the realistic problem-solving experiences essential for preparing tomorrow's nurses for practice.
“The value of this second volume in the NLN's Critical Conversations series is in the specific guidance it offers to nurse educators. Based on evidence from learning science, constructivist and experiential learning theories, and the science and philosophy of situated cognition, the authors use examples and offer specific instructions to assist nurse educators in all settings to develop the skills they need to transform their teaching and maximize learning.
Lisa Day, PhD, RN, CNE, FAAN, ANEF
Professor, Clinician Educator
University of New Mexico College of Nursing
With the field of nursing in the midst of an unprecedented transformation, nurse educators seek new approaches to classroom teaching and learning that prepare students to confront the complexities of practice and confidently solve problems in clinical settings.
Building on the foundation of Critical Conversations: The NLN Guide for Teaching Thinking , this second volume in the NLN's Critical Conversations series delivers specific examples and expert direction — grounded in knowledge from learning science and models of experiential, situated, and constructivist learning — that nurse educators can use to engage students in active thinking as they work together to determine the best approaches to clinical situations. Structured around the “three Cs of context, content, and course, this approachable text enhances the teacher-learner relationship and emphasizes clinically focused, authentic dialogue to help nurse educators provide the realistic problem-solving experiences essential for preparing tomorrow's nurses for practice.
“The value of this second volume in the NLN's Critical Conversations series is in the specific guidance it offers to nurse educators. Based on evidence from learning science, constructivist and experiential learning theories, and the science and philosophy of situated cognition, the authors use examples and offer specific instructions to assist nurse educators in all settings to develop the skills they need to transform their teaching and maximize learning.
Lisa Day, PhD, RN, CNE, FAAN, ANEF
Professor, Clinician Educator
University of New Mexico College of Nursing
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