Realism is an educational philosophy that emphasizes the objective and scientific study of the external world, believing that knowledge is obtained through direct observation and experience of the physical and natural world.
Because students might not be aware of their preferred learning styles if questioned, the nurse educator should start by performing a learning styles inventory and then discussing the results with the students. The nurse educator may encounter a wide variety of preferences due to the diversity of nursing students, which can make it difficult to arrange learning activities because he may need to utilize different teaching strategies for each course.
In the analysis level of cognitive thinking, individuals engage in higher-order thinking skills to discern the similarities and differences between various items or ideas.
Axiology is the branch of philosophy that focuses on the study of value and what is considered good, right, or valuable. It examines questions related to ethics, aesthetics, and the nature of values.
Because students might not be aware of their preferred learning styles if questioned, the nurse educator should start by performing a learning styles inventory and then discussing the results with the students. The nurse educator may encounter a wide variety of preferences due to the diversity of nursing students, which can make it difficult to arrange learning activities because he may need to utilize different teaching strategies for each course.
Serving patients and aiding them in taking care of themselves are the main goals of Orem's broad philosophy of nursing from 1959. It includes three different theories:
1. Self-care: The person is the agent of self-care, while the caregiver is the agent of dependent-care. Developmental needs, general requirements, and health needs are among the need categories.
2. Lack of self-care: Nursing provides care, counseling, teaching, support, and environmental modifications for persons who are unable to manage their own needs.
3. Systems for nursing: It may be supportive, partially supportive, or compensatory to address a patient's need for self-care.
The Affective Domain encompasses a wide range of learning outcomes related to emotions, motivation, and the development of the learner's personality and character. It focuses on fostering changes in the learner's emotional and affective responses, helping them develop positive attitudes, values, and ethical behaviors.
In the application level, individuals take the information they have learned and put it into practice, applying it to solve problems, complete tasks, or address real-life situations.
All students should be informed of their state's licensing limits for those with criminal histories as well as any appeals procedures that might be accessible to them by the nurse educator. State-by-state restrictions differ, but felony convictions frequently bar licensure. Additionally, even if the institution or state does not, some organizations where the student might participate in a clinical rotation may demand criminal background checks. A nursing program's criteria must be fulfilled, but that does not guarantee licensing.
Individuals demonstrate their ability to retrieve and remember specific facts, concepts, or details without necessarily engaging in deeper understanding or analysis.
In this level of thinking, individuals demonstrate their ability to grasp the meaning of concepts, ideas, or content and express their understanding in coherent and meaningful ways.
The presence of minority role models is a crucial part of an outreach campaign to entice minority students into the nursing profession, even though financial counseling, admission requirements, and application guidance are all helpful. For minority students to relate and feel more comfortable asking questions, they need to interact with nurses who come from similar backgrounds. Minority role models may also act as mentors once students are admitted, as minority students may frequently feel fairly alienated in nursing schools.
The four components of a curriculum should be consistent: goals, outcomes, subject matter, and learning activities. The nurse educator should assess how well each component works with the others. The goals and conclusions should be directly related to the nursing school's mission and philosophy as well as those of the college or university. Program objectives and course objectives should be connected. A curriculum matrix may be used to assess this internal consistency.
Idealism is an educational philosophy that places a strong emphasis on the mind, ideas, and the pursuit of knowledge and truth. In Idealism, the mind is considered the primary reality, and education is seen as a means to develop and expand the intellectual capabilities of students.
A GPA of B in prerequisite courses would likely produce the most homogeneous applicant pool, whereas a lottery selection from all applicants with a GPA of C in prerequisites would likely produce the most diverse applicant pool but not necessarily the most competent because studies have shown that other factors, such as prior degrees or higher GPAs, correlate with success. Therefore, the multiple-criteria screening that takes into account a variety of elements and awards varying points is probably the ideal option.
Nursing's Metaparadigm provides a foundational framework that helps nurses understand the interconnectedness of these four core components and how they shape the nursing profession.
