PersonalTeachingPhilosophyinNursingEducation 1

Running head: PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 1

Personal Teaching Philosophy in Nursing Education
Christine Scott

Drexel University
Nursing 606

Dr. Jill B. Derstine
July 04, 2016

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 2

Abstract
A personal teaching philosophy provides the educator an opportunity to provide a
reflective summary of their beliefs about teaching and learning. As a novice educator, it
provides the author a chance to self-evaluate their aspirations and goals in the learning-teaching
process. The author of this paper is interested in the caring framework for teaching excellence in
nursing education and the progressivism philosophy in nursing education. The author is also
inspired by Malcolm Knowles teaching pedagogy of andragogy and the learner-centered
philosophy recommended by the National League of Nursing. It is important for nurse educators
to examine and re-examine their philosophies throughout their nursing and educating career.

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 3

Personal Teaching Philosophy in Nursing Education
A personal teaching philosophy provides the educator an opportunity to provide a
reflective summary of their beliefs about teaching and learning. As a novice educator, it
provides the author a chance to self-evaluate their aspirations and goals in the learning-teaching
process. The framework that the author is most interested in is the caring framework for
teaching excellence in nursing education (Sawatzky, Enns, Ashcroft, Davis, & Harder, 2009).
The author would utilize the progressivism philosophy in nursing education. Benner and Wrubel
(1989) considered caring to be a central component of nursing; they defined caring as the things,
persons, or events that matter to people. Cook and Cullen (2003) state caring is a common
thread within every domain of nursing, including nursing education. Progressivism incorporates
experiences that build on mental, emotional, physical, spiritual, social and cultural capabilities of
the learner through activities that invoke student involvement, reflective learning and shared
decision making (Iwasiw & Goldenberg, 2015). The nursing educator’s role is to facilitate this
exploration of learning while also producing a caring person through modeling, practice and
confirmation (Sawatzky et al., 2009).
Person and the Environment
It is important for the educator to acknowledge that individuals learn differently. An
educator cannot individualize the learning experience for all of their students, so it is important
that the educator use as many different learning modalities to educate. Teaching critical
reflection, creative thinking, and effective communication skills in an environment of safety and
respect, intellectual freedom, self-directed as well as self-regulated learning would enhance the
learning-teaching experience.
Nursing and Health

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 4

The caring theory considers the humanity of the nurse. According to Olshansky (2007),
caring is not necessarily innate to nurses. Therefore, caring needs to be incorporated into nursing
education; it needs to be taught, learned and valued. Human-human relations are not only
important in nurse-patient relationships, but in teacher-student relationships as well. It is
important for nursing students to be taught to maintain human essence of caring while immersed
in patient care technology (Wagner & Christensen, 2015).
Learning and Teaching

The educational framework of andragogy believes that adults are self-directed; goals
oriented and are motivated by real life problems or situations (Iwasiw & Goldenberg, 2015).
Malcolm Knowles, a leader in the teaching pedagogy of andragogy, feels that adult education
revels in techniques such as; group discussions, simulation exercises, laboratory experiences,
filed experiences, and problem solving projects that make use of the learner’s life experiences
(Knowles, 1984).
The Educator and the Student

The learner-centered teaching philosophy recommended by the National League for
Nursing in 2003, incorporates many ideas the author has incorporated into her personal
philosophy. The learner-center teaching philosophy believes in a safe and comfortable
environment, teaching optimizes student learning, focusing on the learning process and less on
the educator, students take responsibility for their own learning which is facilitated by the
educator and the learner using their past experiences and knowledge to enhance the learning
process (Colley, 2012).
Conclusion

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 5

As a novice educator, it is important for the author to raise questions, contemplate ideas
and self-evaluate what is important in the role of a nurse and a nurse educator (Billings &
Halstead, 2016). It is equally important that the author reflect on her own beliefs and values
while realizing beliefs and values can develop and change over time. Nurse educators need to
re-examine their philosophies throughout their nursing and educating career.

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 6

Intellectual Honesty Certification

I certify that this assignment is presented as entirely my own intellectual work. Any words and/or
ideas from other sources (e.g. printed publications, Internet sites, electronic media, other
individuals, groups, or organizations) have been properly indicated using the appropriate
scholarly citation style required by the department or College.

I have not submitted this assignment in its entirety to satisfy the requirements of any other
course. Any parts of this assignment from other courses have been discussed thoroughly with the
faculty member before this submission so that there is an understanding that I have used some of
this work in a prior assignment.

Student’s Signature: Christine Scott_______________________
Course Submitted: Nursing 606__________
Term: Summer 2016___________
Date: _July 4, 2016___________________

PERSONAL TEACHING PHILOSOPHY IN NURSING EDUCATION 7

References
Benner, P., & Wrubel, J. (1989). The primacy of caring: Stress and coping in health and illness.

Boston, MA: Addison-Wesley.
Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing, A Guide for Faculty (5th ed.). St.

Louis, Missouri: Elsevier.
Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of

nursing: faculty perceptions. Nursing Education Perspective, 33(4), 229-233.
Cook, P. R., & Cullen, J. A. (2003). Caring as an imperative for nursing education. Nursing

Education Perspectives, 24, 192-196.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum Development (3rd ed.). Burlington, MA:

Jones & Bartlett Learning.
Knowles, M. S. (1984). Andragogy in Action. San Francisco, CA: Jossey-Bass Inc.
Olshansky, E. (2007). What do we mean by compassion and caring in nursing and why does it

matter anyway? Journal of Professional Nursing, 23, 247-248.
Sawatzky, J. V., Enns, C. L., Ashcroft, T. J., Davis, P. L., & Harder, B. N. (2009). Teaching

excellence in nursing education: a caring framework. Journal of Professional Nursing,
25(5), 260-266. http://dx.doi.org/10.1016/j.profnurs.2009.01.017
Wagner, L. D., & Christensen, S. E. (2015). Establishment of a short-term global health nursing
education experience: Impact on student’s ways of knowing. Journal of Nursing
Education, 54(5), 295-299. http://dx.doi.org/10.3928/01484834-20150417-09