In the past several years, a revival of research devoted to nursing education has emerged. This emergence has changed the way many educators engage in their practice of working with learners; and learners have come to expect that they will have a rich learning experience designed to develop new (or enhance prior) knowledge, skills, and attitudes.
The SAGE Handbook of Nursing Education provides a detailed map of the current discipline, with a carefully selected team of international contributors offering the latest thinking about education in nursing across key areas. This handbook will be a key resource for academic educators, as well as graduate and postgraduate learners.
विषयसूची
Editors′ Preface – Mary Gobbi & Carol Hall
PART ONE: The Development of Education for Nursing
Part Introduction – Carol Hall & Mary Gobbi
Chapter 1: Development of UK nursing education – Key influences – Anneyce Knight
Chapter 2: Discourses in US Nursing Education: Key Historical Developments – Theresa M. Valiga
Chapter 3: Development of Australian nursing education – Key influences – Philippa Rasmussen and Judy Magarey
Chapter 4: Development of Nursing Across Europe – Key influences – Tom Keighley and Carol Hall
Chapter 5: Development in nursing education China – Key influences – Gao Yan
Chapter 6: Development of nursing education in emerging health economies – Barbara Parfitt & Valerie Fleming
Chapter 7a: Developments in Military Nursing Education: Foreword to Case Studies – Lizzy Bernthal
Chapter 7b: Developments in Military Nursing Education: UK – Chris Carter
Chapter 7c: Developments in Military Nursing Education: USA – Carol Romano
Chapter 7d: Developments in Military Nursing Education: New Zealand and Australia – Philippa Rasmussen
Part Conclusion – Carol Hall and Mary Gobbi
PART 2: Curriculum Development and Programme Design
Part Introduction – Mary Gobbi and Carol Hall
Chapter 8: Educational Philosophy: Why it’s Important and How it Impacts our Roles as Educators – Theresa M. Valiga
Chapter 9: Learning theories and their relevance – Majda Panjkihar and Dominika Vrbnjak
Chapter 10: Identifying and Designing Educational Goals – Katharine Meier
Chapter 11: Programme Design and Curriculum Structure – Mary Gobbi
Chapter 12: Designing for quality experiences and outcomes – Stephen Tee & Katherine Curtis
Chapter 13: Implementing Strategies in Challenging Circumstances – Carol Hall
Chapter 14: An Overview of the Tensions Involved in Curriculum and Program Design and Development – Marja Kaunonen
Part Conclusion – Mary Gobbi and Carol Hall
PART 3: Educational Strategies and their Application: Academic and Practice
Part Introduction – Kathryn Parker (Whitcomb) & Patricia Yoder-Wise
Chapter 15: Interprofessional Education & Collaborative Practice: National and International Contemporary Education and Practice Opportunities – Elizabeth Speakman, Sheila Davis
Chapter 16: Engaging Learners – Susy Sportsman
Chapter 17: Engaging in the Pedagogy of Simulation – Sharon Decker, Kathryn Parker (Whitcomb), Sandra Caballero, Melissa Leal
Chapter 18: Developing Reflective Learners – Christine Bulman and Mary Gobbi
Chapter 19: Learning in Practice: The Role of Precepting, Coaching, Sponsoring, and Mentoring – Linda Yoder
Chapter 20: Promoting learning: a Multidimensional Approach – Janet M. Phillips & Ann M. Stalter
Chapter 21: Ethics and the Law – Melinda Mitchell Jones
Chapter 22: Assessment Methods: Key Considerations – V. Chris Simmons & Marilyn Oermann
Chapter 23: Reliability and Validity in Nursing Student Assessment and Evaluation: Contemporary Issues – Tom Christenbery, Betsy Kennedy & Abby L. Parish
Chapter 24: Design, Development and Implementation of Effective Digital Learning – Richard Windle, Simon Riley, Heather Wharrad
Part Conclusion – Kathryn Parker (Whitcomb) & Patricia Yoder-Wise
PART 4: Educational Research and Scholarship – Academic and Practice
Part Introduction – Mary Gobbi & Carol Hall
Chapter 25: Communities of Practice: a Device to Increase Nursing’s Strategic Influence – Andree Le May
Chapter 26: Current Trends in Educational Research – Amanda Kenny
Chapter 27: Excellence in Nursing Education: The National League for Nursing Model as a Guide – Beverley Malone, Janice Brewington, Sandra Davis
Chapter 28: A Systems Perspective of the Scholarship of Teaching and Learning in Nursing: a Guide for Emerging Nurse Educators – Ann Stalter & Deborah Merriam
Chapter 29: Faculty Qualifications and Roles: the Competence of Nurse Educators – Leena Salminen
Chapter 30: Faculty Qualifications and Roles: The NCSBN’s View – David Benton
Chapter 31: The Clinical Nurse Leader in Advancing Scholarship – Maureen Coombs
Chapter 32: The clinical nurse specialist′s role in advancing scholarship – Kathy Baker
Chapter 33: Exploring the Concept of Scholarship and its advancement – Fiona Smart
Chapter 34: The role of continuing educators/professional developers in advancing scholarship – Fiona Smart, Brian Webster Henderson & Mary Gobbi
Part Conclusion – Mary Gobbi & Carol Hall
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Kathryn Parker (Whitcomb), DNP, RN, CHSE-A is Director of the Texas Tech University Health Sciences Center (TTUHSC) Simulation Program for the Abilene, Amarillo, Midland, and Odessa sites. She has appointments as Associate Professor in the School of Nursing and Clinical Instructor in the School of Pharmacy. Dr. Parker has been involved in nursing and interprofessional education for more than 15 years, including extensive experience in healthcare simulation. Dr. Parker’s research and scholarship include interprofessional education and teamwork, and exploring the use of auxiliary technology as methods to enhance diversity, equity, and inclusion of simulation-based experiences.
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