An alternative framework for teacher preparation in nursing.

Area of Science:

• Nursing Education
• Pedagogical Models
• Teacher Preparation

Background:

• Traditional nursing teacher preparation programs often yield limited success in developing student teacher competence and confidence.
• Educational research indicates traditional models are insufficient for fostering a strong desire to teach among students.
• Current educational research highlights constructivist models as effective in building student confidence and competence in teaching roles.

Purpose of the Study:

• To explore the effectiveness of a constructivist-based teacher preparation model in nursing education.
• To enhance graduate nursing students' competence and confidence in their role as educators.
• To facilitate the development of personal educator models for teaching and learning among nursing students.

Main Methods:

• Implementation of an 'Experimental Teaching Course: Models of Teaching and Learning' for graduate nursing students.
• Focus on constructivist learning principles to guide course design and student engagement.
• Emphasis on students identifying and developing their own personal educator models.

Main Results:

• The constructivist-based course is designed to enhance graduate nursing students' competence and confidence.
• Students are expected to develop a stronger sense of self-efficacy as teachers.
• The course aims to equip students with the ability to incorporate innovative teaching strategies.

Conclusions:

• Constructivist teaching models show promise for improving nursing teacher preparation.
• Enhanced competence and confidence can be fostered through tailored pedagogical approaches.
• Further research is needed to validate the long-term impact of constructivist models on nursing educators.