Download Becoming a Nurse Educator: Dialogue for an Engaging Career by CeCelia R. Zorn PDF

By CeCelia R. Zorn

Changing into a Nurse Educator: discussion for an attractive occupation is a pragmatic consultant constructed to aid new and rising nurse educators of their profession improvement. Written in a straight-forward demeanour, it provides educating studies combined with theoretical dialogue and particular instructing techniques to help new nursing educators find which means of their profession. This crucial advisor includes well known literature, nurse educator stories, tales, costs, and dialogue questions. changing into a Nurse Educator: discussion for an interesting profession is a must have source for any nursing educator and nursing schooling scholars.

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Additional resources for Becoming a Nurse Educator: Dialogue for an Engaging Career

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Zorn C. R. (In press). Experiences described by novice teaching academic staff (TAS) in baccalaureate nursing education: A focus on mentoring. Journal of Professional Nursing. Dillard, A. (1989). The writing life. New York: HarperCollins Publishers. King, S. (2000). On writing: A memoir of the craft. New York: Pocket Books. Lewallen, L. , Crane, P. , & Hu, J. (2003). An innovative strategy to enhance new faculty success. Nursing Education Perspectives, 24(5), 257–260. Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life.

107). Yet, we must respect and honor the pause though doing this may stifle, even suffocate us. We must plan a time for a pause in nursing higher education: to reflect and wonder; to explain, reconsider, and compromise; to lie fallow for a time; and to perhaps apologize and retreat. This pause demands that we stop our careful dusting and our polishing. A place to begin may be to peel back the layers of what we are dusting and why we are polishing. Whose house, after all, are we ordering? In pausing to check on the house, to wonder in our pilgrimage, we realize the challenge of education is no longer purely intellectual, but rather in figuring out who we are.

My inaccurate use of random sampling in a statewide-study of RNs illustrates sampling methods. My misinterpretation of an insulin order helps review insulin types, transcribing orders, and medication error follow-up. I also share with students the time I recommended milk of magnesia to a patient with chronic kidney disease (and the resulting backlash); the students remember the mineral and electrolyte changes with renal pathology more easily. By the way, I also do have some examples that were not muddles on my part.

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