WHAT YOU ALWAYS
WANTED TO KNOW
ABOUT LEADERSHIP
BUT NO ONE
COULD TELL YOU!
Are you interested in leading others? Do you attempt to lead others? Do you teach leadership to others? If you have the talent to be a leader and know how to lead others, you have an edge on success!
- Do you not know leadership theoretical secrets and processes?
- Are required to teach others how to lead?
- Are required to show excellence in leadership?
- Want to get a job done correctly and effectively?—HERE ARE THE ANSWERS!
EXPERIENCE THE POWER OF INFORMATION – KNOW HOW TO GET IT RIGHT!!
A WEBSITE FOR ALL REASONS
WRITTEN FOR:
Teachers: Who teach business, management, and leadership. Use as the textbook for courses. Use the cartoons for attention-getting visuals. Use as a critical thinking classroom discussion.Students: Who desire to know powerful concepts in conjunction and in addition to possible classroom and textbook information. Secret and powerful leadership skills are yours for the reading—hopefully, application.Healthcare Providers: Who care about the management of patient care and healthcare staff. Content is excellent for workshops and in-service presentations.Business Owners: Who care about the effective leadership and management of employees. Guidelines are available to prevent, ascertain, and promote positive working situations that increase the productivity and effectiveness of a facility/organization. Learn the qualities of powerful leadership. Learn the effective use of boards.Employees: Who desire to be a success in job attainment, promotion, and retention. Guidelines are available to increase and maintain positive job relationships—information for knowing your rights as an employee. Learn the role of an effective board member.Potential Employees: Who desire a positive working environment. Guidelines on how to be the most informed, skilled, and productive potential member of a workforce. Know the skills and secrets of job interviews.
A TEXTBOOK FOR TEACHING NEW NURSING LEADERS. MULTIPLE-CHOICE QUESTIONS PER DOCUMENT MAY BE INCLUDED.
CLICK HERE TO VIEW ON AMAZON.COM Book reviews are encouraged at this site.
Documents can be printed for your convenience. Please contact the author if publication is intended.
NURSING EDUCATION RESPONSIBILITIES & STRATEGIES
GOALS
- 1.To state the academic nursing educator and clinical nursing roles
- 2.To state methods of nursing instruction
INTRODUCTION
Nursing is a sacred responsibility related to the understanding of health and the wellbeing of humankind. The many responsibilities of academic nursing faculty include classroom teaching of professional nursing theory and monitoring the safety and application of taught professional nursing theory during simulated nursing behaviors and procedures.
THE THREE DOMAINS OF LEARNING
The overall role of academic nurse educators and assigned clinical nursing instructors is to teach, oversee, assess, evaluate, and ideally affirm professional student nurse’s evidence of professional nursing performance—known as the Three Domains of Learning.
NURSING KNOWLEDGE (Thinking)
NURSING SKILLS (Doing)
NURSING ATTITUDE (Moral Principles)
NURSING EDUCATION METHODS, CONTENT, & OUTCOMES
When determining and teaching a professional nursing educational content, consideration of the basis of academic nursing education and/or clinical student nursing experience should ideally meet at least one of the nursing educational categories:
A.Problem-based: Will the teaching result in how to identify a health-care problem and/or nursing skill to prevent or resolve a healthcare problem? (include why it is “a problem”) B.Project/Group-based: Will the completion of a project/group involvement resolve a problem or enhance the learning of nursing behaviors?C.Inquiry-based: Will the answer to an inquiry increase nursing care understanding and/or engender more nursing-related intellectual enticement?
The method of instruction is determined by many variables, such as, required or desired level of education, time available for instruction, difficulty of the subject being taught, and existing level of educational maturity of the nursing student(s). Methods of Instruction: A. Direct: Lecture and/or telling students what to doB. Creative: Identifying and exploring topics according to time and topicC. Social/Group Learning: Sharing and learning between individuals and groups The professional nursing student’s successful educational outcome related to learned nursing concepts, theory, and performance/behaviors indicate the ability to: * Understand nursing concepts and theory * Identify health promoting nursing behaviors * Perform learned nursing behaviors, skills, and procedures * Evaluate nursing interventions and outcomes related to health-related goals * Participate, as a nurse, with other healthcare providers in the promotion of healthcare The combined successful outcome of nursing academic learning and supervised clinical nursing performance/behaviors by nursing students is intended to affirm a nursing student’s knowledge, ability to perform nursing skills of academically learned professional nursing knowledge, practice nursing behaviors/skills, and with an appropriate nurse-caring attitude. The evidence of a nursing student’s successful academic learning and clinical practice of the three domains, therefore, represents several indicators of a student’s eligibility for graduation and a prepared status for a state board nursing examination. The comprehensive and demanding educational commitment by academic nursing faculty and assigned nursing clinical instructors reflect an overall dedication to academic nursing education. It is necessary and commendable if academic nursing faculty and assigned clinical nursing instructors cooperatively dedicate their knowledge, experience, and expertise to nursing education for the sustaining and improving of the healthcare of humankind. Also—nursing students who successfully complete a challenging professional nursing educational program by meeting the required educational and skillful requirements of nursing cognitive information, clinical application of nursing theory, and nursing skills are to be commended!
The method of instruction is determined by many variables, such as, required or desired level of education, time available for instruction, difficulty of the subject being taught, and existing level of educational maturity of the nursing student(s). Methods of Instruction: A. Direct: Lecture and/or telling students what to doB. Creative: Identifying and exploring topics according to time and topicC. Social/Group Learning: Sharing and learning between individuals and groups The professional nursing student’s successful educational outcome related to learned nursing concepts, theory, and performance/behaviors indicate the ability to: * Understand nursing concepts and theory * Identify health promoting nursing behaviors * Perform learned nursing behaviors, skills, and procedures * Evaluate nursing interventions and outcomes related to health-related goals * Participate, as a nurse, with other healthcare providers in the promotion of healthcare The combined successful outcome of nursing academic learning and supervised clinical nursing performance/behaviors by nursing students is intended to affirm a nursing student’s knowledge, ability to perform nursing skills of academically learned professional nursing knowledge, practice nursing behaviors/skills, and with an appropriate nurse-caring attitude. The evidence of a nursing student’s successful academic learning and clinical practice of the three domains, therefore, represents several indicators of a student’s eligibility for graduation and a prepared status for a state board nursing examination. The comprehensive and demanding educational commitment by academic nursing faculty and assigned nursing clinical instructors reflect an overall dedication to academic nursing education. It is necessary and commendable if academic nursing faculty and assigned clinical nursing instructors cooperatively dedicate their knowledge, experience, and expertise to nursing education for the sustaining and improving of the healthcare of humankind. Also—nursing students who successfully complete a challenging professional nursing educational program by meeting the required educational and skillful requirements of nursing cognitive information, clinical application of nursing theory, and nursing skills are to be commended!
COLLABORATIVE FACILITY/CLINICAL NURSING STAFF
A cooperative, collaborative, and contractual professional nursing teaching relationship between academic nursing faculty and contracted facility/clinical nursing instructors encourage a successful nursing student educational outcome. It is through the learning of nursing academic classroom content and the actual performance of nursing intellectual, psychomotor, and the affective domain in clinical settings that nursing students experience the evidence of their educated influence on positive healthful outcome(s).
ACADEMIC NURSING EDUCATION CONSIDERATIONS
The basis of determining academic nursing education presentations/content/learning experiences and the sequence of nursing instructor teaching presentations for nursing students can be categorized by at least three basic classroom teaching considerations.
Is the academic nursing information and/or expected learning activities--
A.Problem based? Evidenced by identifying a perceived problem. Will resolution of the presented problem enhance a nursing student’s understanding and learning? Consider if the “problem” is really the problem. B.Project based? Evidenced by Identifying the project and purpose of the project. Will the project’s completion resolve a problem or enhance a nursing student’s understanding and learning? Does the completion of the project resolve the problem and the ability to improve a future worthwhile project? C.Inquiry based? Evidenced by increasing current or future understanding and/or engender more intellectual enticement?
The method of instruction is determined by many variables, such as, required or desired level of education, time available for instruction, difficulty of the subject being taught, and existing level of educational maturity of nursing students. Choice of instruction methods: A. Direct: Lecture and/or telling students what to do B. Creative: Identifying and exploring topics according to time and topic C. Social/Group Learning: Sharing and learning between individuals and groups
The method of instruction is determined by many variables, such as, required or desired level of education, time available for instruction, difficulty of the subject being taught, and existing level of educational maturity of nursing students. Choice of instruction methods: A. Direct: Lecture and/or telling students what to do B. Creative: Identifying and exploring topics according to time and topic C. Social/Group Learning: Sharing and learning between individuals and groups
PERSONAL INSTRUCTOR EVALUATION OF A TEACHING STRATEGY
The nursing faculty member’s subjective evaluation of his/her professional academic nursing faculty strategies/style is related to a nursing faculty member’s personal perception of professional nursing student responses and performance.
The student’s/listener’s objective evaluation of an academic nursing faculty teaching strategies(s)/style(s) involves overt attention by students/listeners/evaluators regarding the objective evaluation of professional student nurse’s learning. objectives.
By academic professional nursing faculty keeping notes as to student learning (correct or incorrect) according to teaching processes, there is an affirmation (or not) of the extent of intended nursing performance understanding and learning outcomes.
The choice of how to best use different teaching/learning styles is usually different between academic classes of nursing students—as each group has different dynamics. However, a professional academic nursing faculty member has the ability and responsibility to discern the most effective learning/teaching strategies according to classroom “personalities” and responsive learning styles. Such intellectual astuteness is within the ability and requirement of each professional academic nursing faculty member!
The opinions expressed in these documents are solely the opinions of the author as a result of extensive research.
Author/owner: Carolyn R.Taylor, Ed.D. M.N. R.N.
If published elsewhere, please receive approval from this author. Reproductions of documents or graphics for the purpose of SALE are a legal offense and will be prosecuted.
PCI (Publishing Concepts, Inc.): PCI is the nation's largest publisher of healthcare journals for state boards of nursing, academies of family physicians, hospital associations, and more. PCI is located in Little Rock, Arkansas.
Copyright © 2016 - 2018
- Each * indicates a separate article.
- ** Included in National and International Book - Entitled: Nurse Power - Secret Skills that Produce Leadership Success
- Published by Outskirts Press, 2016
THANK YOU
Email Dr. Taylor to receive personal support regarding leadership skills.
About Author Carolyn R. Taylor, Ed.D. M.N. R.N.
Dr. Carolyn Taylor, a graduate of Montana State University and Brigham Young University, has taught and assisted in the implementation of leadership techniques at several prestigious universities and colleges. She has shared her leadership knowledge and techniques internationally and with committees/boards responsible for the leadership of staff. As a retired nurse having experienced all areas of nursing practice, levels of teaching, leadership employment, and different levels of disciplines within the nursing leadership field, she now offers her expertise to all leaders. She has been a leader as a business owner and experienced the talent/lack of talent of many proclaimed leaders. Humanistic leadership concepts have been the hallmark of Dr. Taylor’s success. Consistent contributor to Montana Nurses Association PULSE Quarterly Publication since February, 2017. Nationally reimbursed, acclaimed, and published author by PCI Publishing, Arkansas. Weekly Paid Contributor to the Miles City STAR in Miles City, Montana.
Dr. Taylor is available for private consultations, organizational visitations, teaching engagements, and other selective experiences that will prove to be successful for any facility/organization leader, nursing students, and employees.
Nationally Paid & Acclaimed Author
Academic Keys – Who’s Who In Nursing
Strathmore’s Worldwide Professional Who’s Who
Author's Philosophy:
I believe that every professional nurse with a significant and successful history in any realm of healthcare within their lifetime has a responsibility to teach and participate professionally with students, practicing nurses, and the community. This "giving effort" should include learned nursing theories and knowledge related to healthcare practice and leadership skills.
I believe that the word "professional" and "specialist" means that you, as a nursing leader, are willing to teach, lead, and manage healthcare by always being willing to give to others of your time and talents — often times, much more than you obviously receive. Your "gift of giving" to others means you will leave this world a much better place for humankind.
Goals:
- To provide supportive methods and techniques of leadership that help to provide organizational stability and success.
- To provide supportive ideas for personal employee success and satisfaction.
- To present the magic and confidence of leadership theory and practice.
Contact
Thank you for your interest. For questions or comments, please use the information listed here or the form for email contact. We look forward to hearing from you soon.
Hours of OperationDaily, Monday through Friday
Service AreaUnited States
Follow
