In the operating room setting, applying my Cognitivist/Constructivist teaching philosophy means I will focus on helping students construct their understanding through active engagement, guided observation, and critical reflection on surgical procedures, roles, and patient care.
For example, instead of simply explaining the steps of a laminectomy, I will encourage the student to observe closely, ask questions, and connect what they see to their theoretical knowledge of anatomy, asepsis, and perioperative care. If a student's understanding of sterile technique is challenged during a high-pressure moment, I will use that as a learning opportunity, prompting them to reflect: “What happened? Why is sterility compromised? What could be done differently?”
I will also assign pre- and post-case reflections, simulations, and role-playing exercises to help students make sense of what they are experiencing. By facilitating a psychologically safe environment where students can think aloud, make mistakes, and ask questions without fear, I support them in reorganizing their cognitive frameworks and developing deeper competence.
My role in the OR is not to give all the answers, but to pose the right questions, guide discovery, and scaffold learning so students grow into reflective, confident, and capable nurses in high-stakes environments.