My clinical teaching is grounded in philosophy that blends humanism, constructivism, information processing, reconstructionism, progressivism, and behaviorism, a guiding combination to help me support students in becoming well rounded nurses.
The core of my approach in teaching is humanism, for I believe that learning happens best when students feel respected, supported, and understood. I will see each student as a whole person with unique experiences, diverse learning needs, and potential. Clinical settings can be intimidating, especially for beginners, so I aim to create a safe, supportive, and empowering learning space where they feel encouraged to ask questions, reflect, and grow without fear of judgment.
When humanism is applied to students, they feel genuinely valued and respected as whole individuals, which strengthens their confidence, willingness to learn, and sense of self-worth. This acceptance and caring environment will help them grow not only in knowledge and skills but also into compassionate, thoughtful individuals who understand the meaning of caring for themselves and for others. Students may in turn use humanism as their guiding principle of genuine connection in every patient interaction, prioritizing the emotional well-being, dignity, and individual needs of their patients. This personal experience becomes the foundation for empathy, allowing them to better understand others and offer that same compassion to the patients they will care for.
Building on that foundation, I will apply a constructivist approach by encouraging active learning through direct patient care, inquiry, guided reflection, and clinical reasoning. Unlike the traditional set-up of simply delivering answers, I will guide them to think through patient cases, to construct own understanding, to discover solutions, and to derive own conclusions. This makes learning more meaningful and lasting for students.
To support how students process what they learn, information processing can guide me to organize content and to break down complex information using interactive tools like step-by-step guides, mnemonics, charts, and visual memory aids. This will help students absorb and apply knowledge more effectively in fast-paced clinical environments.
I also see nursing education as a way to prepare students to be socially aware and change agents. Guided by reconstructionism philosophy, I encourage students to think critically about the other dimensions of healthcare, such as health inequities, social determinants, cultural sensitivity, and the role of nurses in advocating for patients and communities. Involving students in discussions on real issues allows them to determine their significant role in having a fair and compassionate society.
With progressivism, I am guided that students learn more by doing things themselves and through real experiences. In the clinical setting, I apply this by giving students chances to care for patients directly, ask questions, and think through situations as they happen. I will let them take the lead in planning care, reflect on what worked and what needs improvement and make decisions. This helps them build confidence and become more independent and ready for real nursing practice
I recognize the value of behaviorism in developing positive, safe and professional habits. Through observation, repetition and encouragement, I will help students build clinical competence and professional discipline. I will give clear instructions, provide consistent and timely feedback, and reinforce best strategies to support learning outcomes and classroom management.
I discovered I scored lower both in perennialism (15) and essentialism (17) although I acknowledge the contribution of both philosophies in strong educational foundations, structured learning and timeless principles.
Scoring higher in the other philosophies (24-25) reflects a consistent pattern in my preference. I find that learning in an emergency department or intensive care unit requires more quick thinking and responsive, flexibility, critical thinking, adaptability in diverse and unpredictable patient situations. My blend of teaching approaches supports real-life learning. Since clinical situations can change quickly, I find that student-centered and hands-on methods work best to meet both the challenges of the setting and the needs of each learner.