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Educator Philosophy

The document outlines the author's philosophy on nursing education. It discusses the importance of mentorship from faculty and promoting lifelong learning for students. The author believes faculty should encourage the advancement of nursing practice by teaching current methods and giving students the skills and knowledge to practice safely. Faculty must nurture students through respect and mentorship to help them learn. The author's teaching philosophy focuses on active learning strategies and meeting individual student needs. Evaluation is important to ensure teaching leads to effective nursing, and faculty should stay engaged with the healthcare community.

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446 views4 pages

Educator Philosophy

The document outlines the author's philosophy on nursing education. It discusses the importance of mentorship from faculty and promoting lifelong learning for students. The author believes faculty should encourage the advancement of nursing practice by teaching current methods and giving students the skills and knowledge to practice safely. Faculty must nurture students through respect and mentorship to help them learn. The author's teaching philosophy focuses on active learning strategies and meeting individual student needs. Evaluation is important to ensure teaching leads to effective nursing, and faculty should stay engaged with the healthcare community.

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© © All Rights Reserved
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Educating Philosophy

Kimberly Forbes, MSN Ed, RN


As a new nurse, I admired those in advanced practice education roles and relied heavily
on the mentorship and higher knowledge base they provided. As my own practice developed I
came to realize the complexity of the nursing responsibility and the charge of becoming a lifelong learner. The faculty nurse educator is at the apex of these responsibilities by being a health
care provider, facilitator and mentor while seeking out and contributing to new knowledge that
influences nursing practice.
As a nursing faculty team member, I believe strongly that we should encourage the
forward movement of nursing practice as a whole by promoting student development and
teaching current practice methods. These efforts should be focused toward a goal that will give
nursing students the knowledge, skills and attitudes necessary to carry out safe and effective
practice. Furthermore, I feel that the role of a mentor is of utmost importance in nursing
education and should be seen as an investment in the future of our profession and practice.
Unfortunately, there have been many times I have seen a student or new nurse criticized,
pushed aside or disregarded by those too impatient to nurture and teach. Although high
expectation in educational performance must be present, Bastable (2014) makes it clear that high
levels of fear or anxiety can cause a hindrance to learning readiness and therefore to the learning
process as a whole. It is for this reason that I believe in the importance of a healthy mentoring
relationship, starting with faculty as the first to set the tone for this through respectful, thoughtful
education and by example. Furthermore, Benner (2010) calls for faculty to aid nursing students
with the ability to form helping, ethical and respectful relationships. This is why the Adventist
University of Health Sciences mission standards and practice of nurture, excellence, spirituality

and stewardship has meant so much to me; it is my continual goal to integrate these principles
into classroom, clinical and personal encounters with students and peers.
My teaching philosophy centers on the learners needs and my methods lean toward a
more active approach that encourages self-learning. This may include interactive polling, group
discussions, simulations, unfolding case studies and even the use of social media. I feel that
incorporating active teaching strategies, that are sensitive to a broad range of learning styles, can
create an excitement and deeper connection to the content. I am also keenly aware that not
everyone will benefit from all activities chosen and feel that individual needs should be noted as
necessary. This is why I favor an open-door policy with students and want to always facilitate an
environment of independence, acceptance and achievement. Furthermore, I share the idea that
adult learners gain more when education is organized so that obtaining knowledge is the
learners responsibility and within the learners control (Knowles, 1975).
When it comes to evaluation of the teaching-learning process, Billings and Halstead
(2012) state that it is unacceptable to claim that any teaching strategy or activity is effective
unless there is evidence that directly links the teaching transaction with student learning. This
statement resonates and aligns with my personal philosophy regarding the importance of the
evaluation process in education. However, I will always feel that the ultimate measure of
teaching success lies in the ability to produce safe, caring and effective nurses into our
communities; nurses that I would want caring for my own loved ones.
Lastly, I believe that it is a responsibility of the nurse educator to keep a finger on the
pulse of the communitys health care needs. This can be done through direct community
service, organizational/political involvement and scholarship/research efforts. By uniting with
students and peers, faculty should encourage involvement with community and professional

organizations that influence both immediate health care needs and long-term health care policy
changes. Another area of importance is that of research and evidence-based practice. Students
within the healthcare profession should be well versed in the area of health care research and the
availability of current practice information. Educators should incorporate the ability to evaluate
research quality and interpret its validity within curriculum so that it can be used effectively in
future practice.
I am sure that my philosophy of what it means to be an educator will go through constant
evolution, however the heart of it will always remain the same. This is the belief that while
pursing the goal of advanced excellence in healthcare, all I come in contact with will feel cared
for, respected and valued regardless of situation or personal difference.

References
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing
practice. Burlington, MA: Jones & Bartlett Learning.
Benner, P., Day, L., Leonard, V., & Sutphen, M. (2010). Educating nurses: A call for radical
transformation. San Fransisco, CA: Jossey-Bass.
Billings, D., & Halstead, J. (2012). Teaching in nursing: A guide for faculty. (4th ed.). St. Louis:
Elsevier Saunders.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York,
NY: Association Press.

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