Critical Conversations:  The NLN Guide for Teaching Thinking

Critical Conversations: The NLN Guide for Teaching Thinking

Authors:Susan Gross Forneris , Mary Kohl Fey
Publication Date:August 30, 2017
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  • Description
    With today’s health care systems demanding not only capable nurses but also reflective practitioners, nurse educators are challenged more than ever to engage students in making sense of their experiences and responding thoughtfully to diverse situations.

    Critical Conversations helps nursing educators discover how better listening can lead to better learning with insightful guidance on the conversations that drive effective understanding for both instructors and students. Applying The NLN Guide for Teaching Thinking, this monograph helps nursing educators practice and implement the most effective strategies for fostering critical conversations across simulation, classroom, and clinical learning environments. From conceptualizing learning as meaning making to the cognitive strategy of being critical and engaging learners through purposeful learning conversations, straightforward exemplars throughout the text offer a support structure to guide educators in helping students learn to think deeply and critically in any setting.
  • About the Authors
    Susan Gross Forneris
    Susan Gross Forneris, PhD, RN, CNE, CHSE-A, FAAN is currently the Excelsior Deputy Director for the National League for Nursing Center for Innovation in Simulation and Technology, Washington, DC. Selected for inclusion in the 2010 inaugural group of NLN Simulation Leaders, she has been working in the field of clinical simulation since 2003. She served as a simulation expert for the NLN ACE.S Team (Advancing Care Excellence for Seniors) and a simulation author for the NLN ACE.Z Alzheimer’s simulation scenario series. In her work with the NLN she has traveled to Taiwan, China, and South Korea, working closely with those countries’ nursing education influencers to further develop faculty skills in the use of simulation best practices in teaching and learning. She has been instrumental in the design and implementation of NLN faculty development courses focused on simulation pedagogy foundations, debriefing, curriculum integration, and evaluation. Dr. Forneris’s expertise is in curriculum development with emphasis on simulation and debriefing in combination with her research on critical thinking. Her publications focus on the development and use of reflective teaching strategies to enhance critical thinking. She is a former Director and Professor of Nursing at St. Catherine University, St. Paul, MN. Dr. Forneris began her nursing career with a bachelor’s degree in nursing from the College of St. Scholastica in Duluth, MN. She completed both her master’s and doctoral studies at the University of Minnesota in nursing education and educational psychology.
    Mary Kohl Fey
    Mary Fey, PhD, RN, CHSE-A, FAAN, ANEF has been working in the field of clinical simulation since 2007. She is the Associate Director of the Institute for Medical Simulation at the Center for Medical Simulation in Boston, MA. Her work focuses on faculty development for simulation educators. Dr. Fey serves on the Board of Directors of INACSL, where she holds the position of Vice President for Outreach. In her work with the National League for Nursing in Washington, DC, she coauthored the NLN Vision Statements: “A Vision for Teaching with Simulation” and “Debriefing Across the Curriculum.” She has published
    qualitative and quantitative studies on debriefing, and has coauthored several of the Standards of Best Practice, Simulation. She serves on the certification committee for the Society for Simulation in Healthcare. Dr. Fey speaks internationally on the topic of debriefing and the role of the educator in simulation-based learning experiences.
  • Table of contents
    About the Editors iii
    About the Contributors iv
    Foreword v
    Preface vii
    Chapter 1 Understanding the NLN Guide for Teaching Thinking 1
    Chapter 2 Psychological Safety 13
    Chapter 3 Simulation-based Conversations 27
    Chapter 4 Classroom Conversations 35
    Chapter 5 Clinical Conversations 49
    Monograph Summary 59