link to an article in the Wall Street Journal, titled “In Defense of the Living, Breathing Professor” . In brief, he is saying that there is flawed thinking when we measure college education by “output” as if we were making widgets on an assembly line.
The author makes the point that human contact is the key element of education. He’s a physics teacher.
Nursing education certainly needs to incorporate active coaching on a one-to-one level as we impart the process of patient care. Nowadays we are more likely to use simulated learning ( “Sim-Man”). We are more likely to develop sophisticated scenarios such as the Heart Association has used in ACLS classes for thirty years. This is all well and good, but it reminds me that I have been meaning to write something similar to my esteemed colleague from Williams College. My own essay would be titled “In Defense of the Living, Breathing Patient.”
Does this apply to clinical?
you bet it does.I do think that the faculty need to be actively involved in assessing and caring for every patient assigned to their students, particularly at the beginner level, and that faculty need to model a level of engagement that promotes the idea of how to change the plan when you go “off script.” For this, faculty need to be experts in clinical practice.
Nursing faculty shortage?
This takes careful planning. I think we have a national infusion of new faculty who are uncertain of this role. Those of us who are older faculty members need to find the means to share what we know if we are to create the best environment.
I think I will write future blogs on the subject of technology and the human element. In the meantime, welcome back to school!