Skyelar Eisenberg, Benjamin Walles, Elizabeth Long
{"title":"Theory in action for graduate nurse educator students: An experiential learning project","authors":"Skyelar Eisenberg, Benjamin Walles, Elizabeth Long","doi":"10.1016/j.nedt.2024.106391","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>High turnover rates of new nurse educators are amplifying nursing shortages by reducing the ability of nursing programs to educate new nurses. When nurses enter their new role as nurse educators, there is a major transition from experienced bedside nurse to novice educator. This transition can be difficult and frequently leads to frustration, and in many cases nurse educators leaving the field.</p></div><div><h3>Aim</h3><p>The aim of this project is to improve the readiness, and preparedness of new nurse educators prior to entering the field.</p></div><div><h3>Project</h3><p>Graduate nursing students in the Master of Science in Nursing Education (MSNE) Option at Lamar University were competitively selected and hired as graduate assistants (GA) with a focus on easing the transition of becoming nurse educators by creating nursing professional development (NPD) opportunities for current nursing faculty. The project utilized Kolb's Experiential Learning Theory and mentorship to prepare future nurse educators for their future role.</p></div><div><h3>Applications</h3><p>Through the application of Kolb's Experiential Learning Theory, graduate assistants (GAs) developed curriculum to be deployed in continuing education courses. This provided graduate assistants the ability to maneuver the nuances of course development using Kolb's Experiential Learning Theory as a template for curriculum development by examining their work with peers and analyzing the cycle of concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE).</p></div><div><h3>Conclusion</h3><p>Master's programs help instill knowledge necessary to equip future educators with the tools needed to give nursing education students a solid foundation. By utilizing Kolb's Experiential Learning Theory with this project, future nurse educators could apply a deeper understanding of newfound knowledge into practice. Increasing demands in nursing requires innovations in the preparation of nurse educators. By incorporating projects such as this, with a strong grasp on concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), novice educators can be primed for their new role of developing future nurses.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106391"},"PeriodicalIF":3.6000,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003010","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
High turnover rates of new nurse educators are amplifying nursing shortages by reducing the ability of nursing programs to educate new nurses. When nurses enter their new role as nurse educators, there is a major transition from experienced bedside nurse to novice educator. This transition can be difficult and frequently leads to frustration, and in many cases nurse educators leaving the field.
Aim
The aim of this project is to improve the readiness, and preparedness of new nurse educators prior to entering the field.
Project
Graduate nursing students in the Master of Science in Nursing Education (MSNE) Option at Lamar University were competitively selected and hired as graduate assistants (GA) with a focus on easing the transition of becoming nurse educators by creating nursing professional development (NPD) opportunities for current nursing faculty. The project utilized Kolb's Experiential Learning Theory and mentorship to prepare future nurse educators for their future role.
Applications
Through the application of Kolb's Experiential Learning Theory, graduate assistants (GAs) developed curriculum to be deployed in continuing education courses. This provided graduate assistants the ability to maneuver the nuances of course development using Kolb's Experiential Learning Theory as a template for curriculum development by examining their work with peers and analyzing the cycle of concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE).
Conclusion
Master's programs help instill knowledge necessary to equip future educators with the tools needed to give nursing education students a solid foundation. By utilizing Kolb's Experiential Learning Theory with this project, future nurse educators could apply a deeper understanding of newfound knowledge into practice. Increasing demands in nursing requires innovations in the preparation of nurse educators. By incorporating projects such as this, with a strong grasp on concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), novice educators can be primed for their new role of developing future nurses.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
