The following column presents a conversation with a mother and daughter enrolled in nursing education programs. Both mother and daughter utilized the teaching-learning strategies of dialogue and reflective journaling in coming to understand the meaning of their experiences in nursing education. The following ideas surfaced from their conversation: the importance of nursing theory-based teaching-learning, the importance of mentoring across the academic-clinical spectrum, the importance of questioning as a teaching-learning strategy, and, the importance of valuing time when developing teaching-learning experiences in nursing.
Bowles, C., & Candela, L. (2005). First job experiences of recent RN graduates. Journal of Nursing Administration, 35(3), 130-137.
2.
Boykin, A., & Schoenhofer, S. (2006). Anne Boykin and Savina O. Schoenhofer’s nursing as caring theory. In M. Parker (Ed.), Nursing theories & nursing practice (2nd ed.; pp. 334-348). Philadelphia: F. A. Davis Company.
3.
Bunkers, S. S. (2000). Simple things. Sioux Falls, SD: Pine Hill Press.
4.
Candela, L., & Benzel-Lindley, C. (2006). A case for learning-centered curricula. Journal of Nursing Education, 45(2), 59-65.
5.
DiMeglio, K., Padula, C. L., Piatek, C., Korber, S., Barret, A., & Ducharme, M. (2005). Group cohesion and nurse satisfaction. Journal of Nursing Administration, 35(3), 110-119.
6.
Eliot, T. S. (1968). Collected poems 1909-1962. New York: Harcourt Brace & Company.
7.
Frisch, M. (2006). Quotation #33420. Retrieved March 18, 2006, from http://www.quotationspage.com/quote/33420.html
8.
Gelb, M. (1998). How to think like Leonardo da Vinci. New York: Dell Publishing.
9.
Hodges, H., Keely, A., & Grier, E. (2005). Professional resilience, practice, longevity, and Parse’s theory for baccalaureate education. Journal of Nursing Education, 44, 548-554.
10.
Isaacs, W. (1999). Dialogue: And the art of thinking together. New York: Doubleday.
11.
Lundin, S., Paul, H., & Christensen, J. (2000). Fish. New York: Hyperion.
12.
Mikol, C. (2005). Teaching nursing without lecturing. Nursing Education Perspectives, 26(2), 86-89.
13.
Morgan, D., Johnson, J., & Garrison, D. (2005). Reflective journaling: Bridging the theory-practice gap. In H. Feldman & M. Greenberg (Eds.), Educating nurses for leadership (pp. 110-118). New York: Springer Publishing.
14.
Parse, R. R. (1998). The human becoming school of thought. Thousand Oaks, CA: Sage.
15.
Parse, R. R. (2002). Mentoring moments. Nursing Science Quarterly, 15-15, 97-97.
16.
Parse, R. R. (2004). A human becoming teaching-learning model. Nursing Science Quarterly, 17, 33-35.
17.
South Dakota State University. (2006a). Bachelor of science in nursing accelerated option [Brochure]. Brookings, SD: Author.
18.
South Dakota State University. (2006b). Nursing PhD program [Brochure]. Brookings, SD: Author.
19.
Vance, C. (2005). Leader as mentor. In H. Feldman & M. Greenberg (Eds.), Educating nurses for leadership (pp. 80-97). New York: Springer Publishing Company.
