Research shows that the sharing of personal, first-hand stories not only enhances learning and eases the transition to a new role, but also helps novice educators to understand that their challenges are shared by others. With the goal of improving the experience of nurses transitioning from clinician to educator, in hospitals as well as schools of nursing, this unique book presents the stories of nurses who made this transition. It presents the findings of several qualitative studies addressing the question, ìWhat is the lived experience of clinicians as they assume new roles as clinical nurse educators?î These narratives describe the challenges they faced and transformations in each nurseís identity and relationships during the transition process. The text includes recommendations from the Carnegie Foundation for the Advancement of Teaching and specific problem-solving strategies that have worked for others. The narratives are from nurse clinicians, nurse educators, and students who provide insights into such common dilemmas faced by novice educators as ìHow do I keep a patient safe while allowing the student nurse to practice a skill for the first time?î ìIf a student is slow to catch on to a procedure, how long do I wait before they fail?î ìHow do I help provide a safe and effective learning environment for new graduate nurses?î The book includes stories of students who describe caring and uncaring experiences with clinical nurse educators. Stories address cultural diversity, bullying, and dilemmas related to critical and ethical thinking. Nurse educators themselves share insights into what they wish they had done differently to guide students and new graduate nurses in their learning. While these storytellers had diverse clinical and educational backgrounds, there were consistent similarities between the experiences they described. One common thread was the need to embrace the role of a novice in order to succeed. The book will serve as a valuable text for graduate students in nurse educator courses as well as students and nurses seeking support, insight, and inspiration in their transition to the clinical nurse educator role. Key Features: Presents experiential narratives from nurses who made the transition from clinician to educator Describes important aspects of a nurseís transition from the role of clinical expert to that of novice educator Includes research-based insights in a highly accessible style and format Integrates National League for Nursing Core Competencies into the text Provides inspiring, helpful, and comforting guidance for nurse clinicians feeling lost or confused in a new role

This coherent presentation of clinical judgement, caring practices and collaborative practice provides ideas and images that readers can draw upon in their interactions with others and in their interpretation of what nurses do. It includes many clear, colorful examples and describes the five stages of skill acquisition, the nature of clinical judgement and experiential learning and the seven major domains of nursing practice. The narrative method captures content and contextual issues that are often missed by formal models of nursing knowledge. The book uncovers the knowledge embedded in clinical nursing practice and provides the Dreyfus model of skill acquisition applied to nursing, an interpretive approach to identifying and describing clinical knowledge, nursing functions, effective management, research and clinical practice, career development and education, plus practical applications. For nurses and healthcare professionals.

This contributed book is based on more than 20 years of researches on patient individuality, care and services of the continuously changing healthcare system. It describes how research results can be used to respond to challenges on individuality in healthcare systems. Service users’, patients’ or clients’ point of views on care and health services are urgently needed. This book describes the conceptualisation of the individualized nursing care phenomenon and the process development of the measuring instruments of that phenomenon in different contexts. It describes results from a variety of clinical contexts about individualized nursing care and explains factors associated with the perceptions and delivery of individualized nursing care from different point of views. This book may appeal to clinicians, nurses practitioners and researchers from many fields.

Don't know how to get started with a new skill? Can't find time for a side project? Ever quit in frustration after beginning something new? We all want to expand on our existing knowledge. But sometimes it's impossible to stay consistent with a new skill or habit. It's easy to fall into the trap where you focus only on learning and never get around to implementing the information. The truth is: You can learn anything... without spending lots of money... without dedicating thousands of hours to the process... and often without leaving the comfort of your home. Anyone can develop a talent with the right mix of practice, motivation, and coaching. And that's what you'll learn in Novice to Expert. DOWNLOAD:: Novice to Expert -- 6 Steps to Learn Anything, Increase Your Knowledge, and Master New Skills. Written by Wall Street Journal bestselling author S.J. Scott, Novice to Expert will show you how to: Set a goal to learn a new skill Fully immerse yourself in this world Meet others who share a similar passion Identify the "right things" to practice daily Master a skill so you can teach others about it Many people don't believe they can teach themselves. We live in an age of abundant information, yet there is a common myth that the only way to learn is through a formal educational environment or by hiring an expensive coach. That's why you'll discover: 6 Proven Resources to Teach Yourself a Skill The #1 Technique for Taking Actionable Notes 13 Questions to Ask Yourself Before Picking a Skill Two "Must-Have" Apps to Manage a Knowledge-Based Project 8 Steps to Deliberately Practice a New Skill 6 Habit-Learning Challenges (and How to Overcome Them) Plus... You will get access to the free download, 147 Websites to Learn Something New. Throughout Novice to Expert, you will discover how to work at a skill during your spare time so it doesn't interfere with your busy life. The trick here is to self-educate and implement what you learn during those small pockets of time that happen throughout the day. Would You Like To Know More? Download now to learn anything and master that next skill. Scroll to the top of the page and select the Pre-Order button.

Students entering higher education expect their studies to lead them towards some specific form of professional career. But in this age, complex internationalized professions are the main source of work for graduates, so students need to prepare themselves for a future that can be volatile, changeable and challenging. This book shows how students navigate their way through learning and become effective students; it details how to shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. It is in this sense that the book explores how people move from being expert students to novice professionals. This book presents a model of professional learning fashioned out of a decade of research undertaken in countries half a world away from each other—Sweden and Australia. It uses empirical research gathered from students and teachers to show how students negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. It reveals that as students move from seeing themselves as learners, they take on more of a novice professional identity which in turn provides a stronger motivation for their formal studies.

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Relatively few nurse educators receive the formal pedagogical training needed to smoothly transition from the clinical nurse role to the nurse educator role (Cooley & De Gagne, 2016;, especially as it relates to the evaluation and testing of student learning. The lack thereof creates a dissonance between clinical practice and academia (Cooley & De Gagne, 2016; Murray, Stanley, & Wright, 2014). Such dissonance often leaves the nurse educator in unfamiliar territory (Cooley & De Gagne, 2016) teaching and testing by trial and error (Schoening, 2013). The transition from clinical nursing practice to academia is well documented in the qualitative nursing literature. An essential component of learning to be an educator is learning how to teach effectively and prepare useful student assessments. However, an extensive search of the literature revealed inadequate available research regarding how novice nurse educators learn the complex task of writing as well as the implementation and analysis of a valid, psychometrically sound exam. All questions used in this narrowly focused study were designed to elicit the personal experience, i.e., the story, of the expert-clinician-turned-novice-nurse-educator specific to the creation, administration, and analyses of exams during the first year of full-time teaching in an associate degree nursing (ADN) program. Findings from this study point to the need for nurse education to develop an academic standard of care that would enhance nurse educators and provide great benefit for students. The information provided by this study may help the nursing profession as a whole and nursing education programs specifically to provide better mentorship and guidance for novice nurse educators.