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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Updated: May 24, 2025

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

Susan Gross Forneris1, Barbara J Patterson

  • 1About 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 .

Nursing Education Perspectives
|February 28, 2025
PubMed
Summary
This summary is machine-generated.

Nurse educators can enhance teaching by using a new conceptual model that translates nursing knowledge into experiential strategies. This model, grounded in brain science, promotes a "learning in mind" approach for effective educator preparation.

Keywords:
Faculty PreparationNursing EducationPedagogical TheoryScience of Learning

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Area of Science:

  • Nursing Education
  • Educational Neuroscience
  • Pedagogical Strategies

Background:

  • Neuroscience-informed teaching enhances learning by focusing on content application.
  • Shifting from "teaching in mind" to "learning in mind" is facilitated by educator preparation in neuroscience.

Purpose of the Study:

  • To advance the development of a conceptual model for nurse educators.
  • To articulate how nursing knowledge is translated into experiential teaching strategies.

Main Methods:

  • Conceptual model development.
  • Integration of research evidence and educational theory principles.
  • Resulting in the "Nurse Educator Teaching for Learning in Mind" model.

Main Results:

  • Effective educator preparation requires a "learning in mind" approach.
  • Creating a safe learning environment involves communication, vulnerability, transparency, and intentionality.

Conclusions:

  • The developed model is evidence-based.
  • Provides direction for operationalizing best practices in nurse educator preparation.
  • Supports the advancement of nurse educator development.