Building the Science of Nursing Education: Foundation for Evidence-Based Teaching and Learning is the culmination of a seven-year project by the NLN Task Group on Teaching-Learning Paradigms. The contributors, all seasoned nurse educator-scholars, thoroughly investigated existing studies of nursing education practice and created the first model for building a science of nursing education, which, it is hoped, will serve as a foundation for continuing scholarship in the field.The primary goal of the book is to promote evidence-based nursing education and the scholarship of teaching. It is a resource for graduate students, new nurse educators, new and experienced scholars, and seasoned nurse educators to assist them in understanding the scope and use of existing nursing education science and to create new areas of research. There are chapters devoted to the essentials of learning and teaching-learning in the cognitive, psychomotor, and affective domains. The concluding chapter is a broad overview of the task group’s work and points to challenges that remain to be tackled by future scholars for whom this volume is designed to be a resource.
This book presents the readers with the best teaching-learning strategies to transmit the necessary critical thinking and other skills to maximize patient care.
Building the Science of Nursing Education: Foundation for Evidence-Based Teaching and Learning is the culmination of a seven-year project by the NLN Task Group on Teaching-Learning Paradigms. The contributors, all seasoned nurse educator-scholars, thoroughly investigated existing studies of nursing education practice and created the first model for building a science of nursing education, which, it is hoped, will serve as a foundation for continuing scholarship in the field.
Cathleen M. Shultz , PhD, RN, CNE, FAAN is professor and dean at Harding University’s Carr College of Nursing. She received a diploma in nursing from East Liverpool City Hospital (Ohio), a BSN from the University of South Carolina, a master’s in nursing from Emory University (Atlanta, GA) and a doctorate from Vanderbilt University (Nashville, TN). A nurse educator for 30+ years, she has taught and learned from excellent nursing students (over 2000+) and a cadre of quality, caring colleagues. She has taught diploma, baccalaureate, master’s and doctoral students and served three prior positions in hospital staff development.Her interests are curriculum design, innovations in teaching-learning, mentoring, professional values and evaluation of learning. Having twice received Harding University’s Outstanding Teacher Award, she maintains an active teaching practice. She is a past treasurer of the NLN (2005-2007) and past chair-elect of the NLN’s Measurement and Evaluation Advisory Council (2004-2005). With international experience in nursing education, she has been privileged to consult with numerous nursing programs for curriculum, faculty development and accreditation needs. Along with the NLN colleagues, she was among the founders of the Academy of Nursing Education. She earned the CNE in 2006 and is a Fellow of the American Academy of Nursing.
TABLE OF CONTENTS
List of Tables
List of Figures
Foreword
Preface
Acknowledgements
Dedication
Chapter 1: Building a Science of Nursing Education
Ruth Seris Gresley, PhD, RN, CNE
Chapter 2: A Framework for Organizing and Reporting Research Findings: Using a Common Language
Shelia Cox SUL><LIvan, PhD, RN, CNE
Chapter 3: Essentials of Learning
Nell Ard, PHD, RNC, CNS, CNE
Chapter 4: Teaching-Learning in the Cognitive Domain
Cesarina Thompson, PhD, RN
Chapter 5: Teaching-Learning in the Psychomotor Domain
Pamela R. Jeffries, DNS, RN, FAAN, ANEF & Gail Kpst, MSN, RN, CNE & Vema Sweitzer, MN, RN, CNE
Chapter 6: Teaching-Learning in the Affective Domain
Cathleen M. Shultz, PhD, RN, CNE, FAAN
Chapter 7: Ongoing Development of the Science of Nursing Education
Theresa M Valiga, EdD, RN, FAAN
Appendix A: Author Profiles
Appendix B: NLN Task Group on Teaching-Learning Paradigms (2001-2006)
Appendix C: Journals and Annual Reviews that Publishing Nursing Education Research
Appendix D: Nursing Education Databases
Janet M Phillips, PhDc, RN
Appendix E: Summary of Major Categories of Krathwohl, Bloom, & Masia’s Affective Domain Taxonomy
Cathleen M. Shultz, PhD, RN, CNE, FAAN
Appendix F: Latin American Scientific Contribution to New Teaching/Learning/Evaluation Paradigms to Advance Nursing Education: A Progress Review of the Portuguese and Spanish Literature
Gloria Wright, PhD, RN & Maria de Souza, PhD, RN &Kenya Reibnitz & Joel Mancia & Silvia Ortega, MNSc
List of Tables
List of Figures
Foreword
Preface
Acknowledgements
Dedication
Chapter 1: Building a Science of Nursing Education
Ruth Seris Gresley, PhD, RN, CNE
Chapter 2: A Framework for Organizing and Reporting Research Findings: Using a Common Language
Shelia Cox SUL><LIvan, PhD, RN, CNE
Chapter 3: Essentials of Learning
Nell Ard, PHD, RNC, CNS, CNE
Chapter 4: Teaching-Learning in the Cognitive Domain
Cesarina Thompson, PhD, RN
Chapter 5: Teaching-Learning in the Psychomotor Domain
Pamela R. Jeffries, DNS, RN, FAAN, ANEF & Gail Kpst, MSN, RN, CNE & Vema Sweitzer, MN, RN, CNE
Chapter 6: Teaching-Learning in the Affective Domain
Cathleen M. Shultz, PhD, RN, CNE, FAAN
Chapter 7: Ongoing Development of the Science of Nursing Education
Theresa M Valiga, EdD, RN, FAAN
Appendix A: Author Profiles
Appendix B: NLN Task Group on Teaching-Learning Paradigms (2001-2006)
Appendix C: Journals and Annual Reviews that Publishing Nursing Education Research
Appendix D: Nursing Education Databases
Janet M Phillips, PhDc, RN
Appendix E: Summary of Major Categories of Krathwohl, Bloom, & Masia’s Affective Domain Taxonomy
Cathleen M. Shultz, PhD, RN, CNE, FAAN
Appendix F: Latin American Scientific Contribution to New Teaching/Learning/Evaluation Paradigms to Advance Nursing Education: A Progress Review of the Portuguese and Spanish Literature
Gloria Wright, PhD, RN & Maria de Souza, PhD, RN &Kenya Reibnitz & Joel Mancia & Silvia Ortega, MNSc
