Promoting Cultures of Thinking: Transforming Nursing Education to Transform Nursing Practice.

Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.

Promoting cultures of thinking: transforming nursing education to transform nursing practice.

Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.

Using lecture capture: a qualitative study of nursing faculty's experience.

Background: As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities.

Objectives: This study sought to understand faculty's experience of using a new lecture capture system.

Design And Setting: This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university.

Futures thinking: preparing nurses to think for tomorrow.

Nursing students must be prepared with skills to help them think for the future. Thinking for the future means that students have the ability to envision desired futures for nursing and health care, embrace change and complexity, and believe that they can make a difference. Readers are introduced to the field of futures studies along with strategies and tools to teach futures skills in the nursing curriculum.

"It's the little things that count": the value in receiving therapeutic letters.

The focus of this qualitative study was to explore patient's perceptions of having received a therapeutic letter (TL) from a nursing student. Patient feedback contributes to student learning and is especially salient when students are trying to understand complex relationships and to deliver care that is individualized and personalized. Four themes from recipient interviews were identified, which show the influence of TLs on the student-patient relationship and the benefits of TLs to patients who receive them.

Writing therapeutic letters in undergraduate nursing education: promoting relational skill development.

Although therapeutic letters (TLs) have been included in graduate nursing programs, studies have not examined the impact of TLs on the clinical learning of undergraduate students. This qualitative study was part of a larger project that introduced TLs into already established undergraduate clinical courses. Instructors prepared students for writing TLs by discussing their purpose and by providing a relevant article and examples.

Therapeutic letters in undergraduate nursing education: Ideas for clinical nurse educators.

Therapeutic letter writing (TLW) is a well-known intervention in family nursing practice but it has been overlooked as a strategy in nursing education to promote relationship-building. This article reviews what is known about TLW and presents what was learned by adding a TLW assignment to undergraduate clinical nursing courses. This paper adds to the evidence supporting TLW as an effective clinical teaching strategy to promote students relational skills and to recognize patients' strengths.

Action methods in the classroom: creative strategies for nursing education.

Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles.