9781934758052-1934758051-Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning (NLN)

Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning (NLN)

ISBN-13: 9781934758052
ISBN-10: 1934758051
Edition: 1
Author: Cathleen Shultz PhD RN CNE FAAN
Publication date: 2012
Publisher: National League for Nursing
Format: Paperback 360 pages
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Book details

ISBN-13: 9781934758052
ISBN-10: 1934758051
Edition: 1
Author: Cathleen Shultz PhD RN CNE FAAN
Publication date: 2012
Publisher: National League for Nursing
Format: Paperback 360 pages

Summary

Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning (NLN) (ISBN-13: 9781934758052 and ISBN-10: 1934758051), written by authors Cathleen Shultz PhD RN CNE FAAN, was published by National League for Nursing in 2012. With an overall rating of 4.0 stars, it's a notable title among other books. You can easily purchase or rent Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning (NLN) (Paperback) from BooksRun, along with many other new and used books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

Building the Science of Nursing Education: Foundation for Evidence-Based Teaching and Learning is the culmination of a seven-year project by the NLN Task Group on Teaching-Learning Paradigms. The contributors, all seasoned nurse educator-scholars, thoroughly investigated existing studies of nursing education practice and created the first model for building a science of nursing education, which, it is hoped, will serve as a foundation for continuing scholarship in the field.

The primary goal of the book is to promote evidence-based nursing education and the scholarship of teaching. It is a resource for graduate students, new nurse educators, new and experienced scholars, and seasoned nurse educators to assist them in understanding the scope and use of existing nursing education science and to create new areas of research. There are chapters devoted to the essentials of learning and teaching-learning in the cognitive, psychomotor, and affective domains. The concluding chapter is a broad overview of the task group's work and points to challenges that remain to be tackled by future scholars for whom this volume is designed to be a resource.

This book presents the readers with the best teaching-learning strategies to transmit the necessary critical thinking and other skills to maximize patient care.
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