Journal of Continuing Education in Nursing Vol. 35 No. 1 January/February 2004
By Nia Johnson-Crowley, PhD, RN, C
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ABSTRACT
Little nursing research has been done to explore the effectiveness of teacher preparation models. Nursing still uses traditional survey-type teacher preparation programs, yet educational research using these same models shows limited success in promoting students’ teacher competence and confidence, limiting their desire to teach. However, current educational research reveals that courses designed around a constructivist model have had success in getting students to feel competent and confident to take on the teacher role and to incorporate new ideas of teaching into their teaching repertoire. The Experimental Teaching Course: Models of Teaching and Learning is designed to enhance graduate nursing students’ competence and confidence as they identify and develop their own personal educator models for teaching and learning.
AUTHOR
Dr. Johnson-Crowley is Assistant Professor, Center for Health Sciences Interprofessional Education, BNHS, School of Nursing, University of Washington, Seattle, Washington.
Address correspondence to Nia Johnson-Crowley, PhD, RN, C, Center for Health Sciences Interprofessional Education, BNHS, School of Nursing, Box 357266, University of Washington, Seattle, WA 98195-7266.
Information presented in this article and the design of the Experimental Teaching Course are based on the author’s dissertation research.
Original text National Institutes of Health (NIH)