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Nursing education perspectives
Feb 28, 2025;

Teaching for Learning in Mind: An Evidence-Based Model.

Susan Gross Forneris, Barbara J Patterson
Author Information
  1. Susan Gross Forneris: About the Authors Susan Gross Forneris, PhD, RN, CNE, CHSE-A, FAAN, is professor and associate dean for academic programs, University of Minnesota School of Nursing, Minneapolis, Minnesota. Barbara J. Patterson, PhD, RN, ANEF, FAAN, is director of the PhD Program, professor, and associate dean for scholarship and inquiry, Widener University School of Nursing, Chester, Pennsylvania. Dr. Patterson, editor of Nursing Education Perspectives, had no role in the peer review or acceptance of this article. For more information, contact Dr. Forneris at sforneri@umn.edu.
PMID: 40019327 DOI: 10.1097/01.NEP.0000000000001384

Abstract

AIM: The aim was to advance the development of a conceptual model derived from findings of a research study that articulated how nurse educators translate and transfer nursing knowledge into experiential teaching strategies.
BACKGROUND: Brain science teaching and learning is successful because the learning encounter is focused on guiding learners on how to use content. Educator preparation grounded in neuroscience strategies facilitates a shift from teaching in mind to learning in mind.
METHOD: Conceptual model development included blending evidence from research and principles from educational theory, resulting in the Nurse Educator Teaching for Learning in Mind model.
RESULTS: Preparing educators to teach requires a clear understanding of coming to the learning space with learning in mind. Creation of a safe learning space included communication, shared vulnerability, transparency, and intentionality.
CONCLUSION: This evidence-based conceptual model offers direction for next steps in operationalizing best educational practices in nurse educator preparation and development.

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Journal Article

Word Cloud

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