Faculty as Learners: Neuroscience in Action

Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. For this descriptive...

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Published in:The Journal of nursing education 2023-05, Vol.62 (5), p.291-297
Main Authors: Patterson, Barbara J, Forneris, Susan
Format: Article
Language:English
Subjects:
Brain research
Cognition & reasoning
Curricula
Design
Education, Nursing
Ethnicity
Evaluation
Faculty
Faculty Development
Faculty, Nursing - psychology
Focus Groups
Humans
Individualized Instruction
Learning
Learning Strategies
Learning Theories
Medical colleges
Medical teaching personnel
Memory
Neurosciences
Nursing education
Nursing schools
Outcomes of Education
Standardized Tests
Teachers
Teaching
Teaching methods
Thinking Skills
Training
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container_title The Journal of nursing education
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creator Patterson, Barbara J
Forneris, Susan
description Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. For this descriptive study, nurse faculty ( = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator's teaching practice. Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time. The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education. .
doi_str_mv 10.3928/01484834-20230306-02
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identifier ISSN: 0148-4834
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subjects Brain research
Cognition & reasoning
Curricula
Design
Education, Nursing
Ethnicity
Evaluation
Faculty
Faculty Development
Faculty, Nursing - psychology
Focus Groups
Humans
Individualized Instruction
Learning
Learning Strategies
Learning Theories
Medical colleges
Medical teaching personnel
Memory
Neurosciences
Nursing education
Nursing schools
Outcomes of Education
Standardized Tests
Teachers
Teaching
Teaching methods
Thinking Skills
Training
title Faculty as Learners: Neuroscience in Action
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