2. Introduction to the issue
“Teachers, guides, and practice teach us to be better dancers because they help us listen
more carefully and follow the music we hear more confidently”
Benner (2008)
3. Standards
ommon Core Standards
• “Independence”
• “Appreciate nuances”
• “Value evidence”
• “Appreciate differences”
merican Academy of Colleges of Nursing Standards
• Knowledge, Skills, and Disposition
4. Plan/Expected Outcomes:
he participant will be able to
• Develop a working definition of disposition.
• Recognize the importance of teaching disposition even in online
classroom.
• Acquire new tools that support the mentoring of adult students in
online formats that mirror successes in mentoring in traditional
classrooms.
5. • Create a personal plan to incorporate tools into his/her own
online classroom within his/her own curriculum to foster
particular disposition in his/her own students.
6. Curriculum:
efine disposition: article review 1 page paper
eview Core Standards for developing attitudes: Core Standards
review 1 page paper
iscuss the importance of mentoring online;
8. Examples
ook review on spirituality in a particular profession
thical case discussion
ynchronous chat involving a philosophy of teaching
9. Personal Application
orkshop: Teaching to Care Online
bjective:
• the participant will identify ways in his/her own online
curriculum to purposefully foster caring disposition in
students
10. References
stin, A. W. (1999). "Student involvement: A developmental theory for higher education." Journal of College
Student Development 40(5).
arton, A. J., G. Armstrong, et al. (2009). "A national Delphi to determine developmental progression of quality
and safety competencies in nursing education." Nursing Outlook 57(6): 313-322.
enner, P., M. Sutphen, et al. (2008). "Formation and Everyday Ethical Comportment." American Journal Critical
Care 2008 17: 473-476.
enner, P. (2000). "The roles of embodiment, emotion and lifeworld for rationality and agency in nursing
practice." Nursing Philosophy 1(1): 5-19.
ays, S. M. (2010). Best practices in the integration of faith and learning for adult and online learners. C. T.
Fleming and C. B. Tweedell. [Marion, IN], Cccu Center for Research in Adult Learning; Indiana Wesleyan
University.
eners, D. W., C. Roehrs, et al. (2006). "Tracking the development of professional values in undergraduate
nursing students." Journal of Nursing Education 45(12): 504-511.
Editor's Notes
Kelleher, A. from Belhaven College in The Living Curriculum “ Faith integration is more than delivering a curriculum infused with biblical principles.” (p. 105) “… faith integration has its basis in how we live out biblical principles both within and beyond the classroom.” (p. 105) “… our personal worldview guides everything we do in life and, in the case ofa Christian worldview, it gives us a sense of who God is and His purpose for this word. A Christian worldview shapes the way we think and act.” (p. 106) “ To teach a curriculum that is alive it requires us to teach as well as live with veracity” (p. 110) Benner et al “ Teachers, guides, and practice teach us to be better dancers because they help us listen more carefully and follow the music we hear more confidently”
