My teaching style as a nurse educator is based on humanism and cognitivism. These ideas influence my perspective of students, not only as learners but also as people growing into kind, capable, and reflective professionals.
The development of the individual, including the psychological, ethical, and emotional aspects, is emphasized by humanism. I think that fostering these elements is equally as crucial to clinical education as imparting clinical expertise. Every student is different, with their own experiences, values, learning preferences, and goals. I aim to create a learning atmosphere that values each student's uniqueness and encourages independence. I mentored students with compassion and support, much like how they will render it to their patients. I view errors as chances for improvement rather than as failures, but not in the actual area. In the clinical context, I place a high value on establishing a psychologically secure and safe environment where students can freely express their feelings, think back on their experiences, and ask questions. In order to help students absorb clinical experiences, comprehend their emotional reactions, and create a professional identity, I include reflection exercises like journaling and debriefing sessions. I have a reflective session with my students following a difficult clinical scenario, urging them to consider not just what they did but also how they felt, what they learned about themselves, and how the event will affect their practice going forward, specifically during post conferences.
Understanding how students absorb, arrange, and use information is focusing on cognitivism, which is important in nursing since good clinical judgment can save lives. My goal is to provide students a solid cognitive backbone so they can solve issues, think critically, and make decisions based on facts. For me, learning occurs most effectively when students actively interact with the lesson by asking questions, doing analysis, and using ideas in practical contexts. I assist students in developing their knowledge and abilities in a rational and significant manner by providing them with organized instruction and increasingly difficult experiences. In order to assist students in comprehending not just what to do but also why they do it, I encourage them to draw links between what they have learned in the classroom and clinical practice. I encourage pupils to assess their own reasoning and choices by raising their awareness of their own thought processes. I pose guided questions like, "What is your assessment priority here?" during ward rounds or "What would be the best course of action, and why? Instead of mindless memorizing, this promotes deeper comprehension and clinical thinking.