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 Table of contents

1. Transforming Pedagogy in Nursing Education: A Caring Learning Environment for Adult Students........... 1

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Transforming Pedagogy in Nursing Education: A Caring Learning Environment for Adult Students
Author: Bankert, Esther G; Kozel, Victoria V

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Abstract: This article is an account of a project involving nursing faculty and adult learners. Their purpose was to
generate interactive and collaborative pedagogies. Reflection and dialogue were used to explore how the
educational experience can be transformed into an engaging and caring learning environment for adult
students. Principles derived from humanistic nursing and caring, reflection, and teaching and learning guided
this project. [PUBLICATION ABSTRACT]

Full text: Headnote

ABSTRACT
This article is an account of a project involving nursing faculty and adult learners. Their purpose was to generate
interactive and collaborative pedagogies. Reflection and dialogue were used to explore how the educational
experience can be transformed into an engaging and caring learning environment for adult students. Principles
derived from humanistic nursing and caring, reflection, and teaching and learning guided this project.
Headnote
Key Words Pedagogy - Adult Learner - Caring Reflection - Dialogue
TRADITIONALLY IN HIGHER EDUCATION, the teacher and learner have defined role expectations. The
teacher assumes the role of disseminator of information, authority figure, and director of learner activities (1),
and the learner is expected to listen, receive information, and complete required assignments. This type of
educational experience, where the emphasis is on conformity, discourages interaction among teachers and
learners, disconnects the teacher and learner from the teaching-learning experience, and fails to allow for
reflection upon the educational experience (2,3). It is not appropriate for the education of older students, who
have become prevalent on college campuses, particularly in nursing. * As older adults return to formal
education, they are typically highly motivated and committed to learn. They bring with them a wealth of
experience and knowledge from their work, family, and prior education, but often report feeling apprehensive
about returning to the academic environment. To enhance the success of their educational experiences,
attention must be paid to their learning needs. * Adult students benefit from a transformed, collaborative
pedagogy where the teacher is sensitive to the individuality of all learners and engaged in their educational
experience (4). The teacher seeks out creative ways to link new knowledge to the learner's work environment,
assisting the student to find meaning in the learning experience and creating dissonance to engage the student
in educational heuristics, such as reflection, dialogue, and debate (5.) * THIS ARTICLE REPORTS ON A
PROJECT WITH A TWOFOLD PURPOSE. THE FIRST WAS TO TRANSFORM AN EDUCATIONAL
EXPERIENCE INTO AN INTERACTIVE PEDAGOGY THAT EMBODIED CARING RELATIONSHIPS,
CRITICAL REFLECTION, AND ADULT LEARNING PRINCIPLES. THE SECONDWASTO ENCOURAGE
GENUINE PARTNERSHIPS, SELF-DISCOVERY, AND ACTIVE ENGAGEMENT AMONG PARTICIPANTS.
Theoretical Framework A learning environment for the adult learner enhances empowerment. By diminishing
learning boundaries allowing for autonomy and responsibility, the adult learner has the capacity to reflect on
past experiences and interactions. With mentoring and guidance, the learner will become self-directed in
discovering new meanings and information relevant to practice (5).
This project involved six students enrolled in a two-credit nursing course on special topics, and their professor.
As partners in designing the course, class members made a collective decision to maximize the educational
experience of the adult learner. Emphasis was placed on transforming the traditional educational experience
into a reflective place where mutual commitment and partnership could emerge.

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The students and professor signed a contract to meet course requirements. It was agreed that the group would
meet weekly for the required seven consecutive weeks to conduct the learning project and complete a written
report of their initiatives. Each class member consented to have information from the project used as the basis
for a manuscript coauthored by interested students and the professor upon completion of the course.
Several theories served as the guiding principles for the course and developing project. Johns' model of
structured reflection (6,7) is a process to encourage self-disclosure of values and ideals, reveal practice
experiences, and appreciate self and opportunities. In this model, the participant learns to respond to the world
with sensitivity to self and others, engages in genuine dialogue, and clarifies embedded issues within
experiences or interactions. Thus, through the process of dialogue and reflection, participants gain insight into
their view of nursing, validate their position in the practice environment, uncover the meaning of their
interactions, and experience heightened awareness of their ongoing personal and professional development.
Shared human experience, valuing, and reflecting are the principles underlying the humanistic nursing theory of
Paterson and Zderad (8). Emphasis is on intersubjective transactions or human relationships. Within Watson's
(9) model of human caring and Bevis and Watson's (5) caring curriculum, sensitivity to oneself and others is
encouraged as a way to create caring occasions within nursing education and health care environments. This
sharing of oneself and one's ideas promotes collaboration and creates reciprocal dialogue for caring
relationships and new knowledge.
Transitioning to a Caring Pedagogy TRANSFORMING THE TEACHING-LEARNING ENVIRONMENT
Conversation during the first session led to awareness that a change in physical space and structure should be
the starting point for transitioning the traditional classroom into a genuine learning environment. Rearranging
chairs and tables into a semicircle that allowed participants to have easy eye contact with one another was not
satisfactory. It became apparent that the classroom, with its white walls and tall black bookshelves and black
filing cabinets, contributed to a sense of a cold, closed learning environment.
The group was able to relocate to the faculty conference room and secure its use for the next six sessions.
There, the conference table could be moved into a square and the chairs were comfortable. This room,
furnished and decorated with textured wallcoverings, wooden bookshelves, paintings, and flowers, provided the
caring learning setting we envisioned. The decision was made to bring in snacks for each four-hour class, which
took place early in the evening when most students were coming directly from work or other classes.
ACTIVE ENGAGEMENT All members of an educational environment for adult students must be active
participants in their own learning. Dialogue is critical, and teacher and learner need respect for one another as
contributors. As Murray explains, "Participation is more than the formal sharing of decisions. It is characterized
by an attitude of cooperation, dialogue and empathy" (10, p. 202).
The development of a nonjudgmental and nonthreatening climate, where all felt comfortable and respected the
others as valued participants, depended on a mutual understanding that learning would be fostered through
shared experiences and participants would demonstrate respect for the others by coming to class prepared to
meet the standards of the course successfully. It was also understood that learning would be fostered by
integrating stories of work experiences and critical reflection on personal development.

In the course, class presentations and dialogue focused on models of caring, active listening skills, and poetry.
The application of research in cognitive development and moral reasoning (11), defining moral development

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(12), and stage development of clinical proficiency (13,14) were examined and applied to the student's personal
development, work experiences, and the transformation of her professional nursing role.
As part of the course, the group members also engaged in a collaborative effort with other students enrolled in a
second section of the same course at the outreach site located 100 miles from the main campus. They traveled
to this location for a joint class conducted by both professors. The professors presented their research, which
focused on moral reasoning, ethical decision making, and reminiscence therapy for patients with dementia.
REFLECTION As the course continued to evolve, each person reflected on the question, "What would a caring
learning environment look like for adult learners?" Discussion focused on describing how students and faculty
envisioned a learning environment for adult students who bring work and life experiences to the educational
setting. Following a spontaneous conversation, the group generated a list of descriptors.
To validate and further refine the list of descriptors, 24 students enrolled in an undergraduate nursing research
course that met on the same evening were invited to participate in focus groups (15). Six focus groups of four
participants were formed, each led by one assistant from the project class. The assistants provided a list of
descriptors to the focus group and asked, "Which of these descriptors represents a caring learning environment
for you?"
The responses from each group were then collected and reviewed by the project class for emerging themes.
The focus group responses supported the list of descriptors originally generated by the project class as
contributing to caring learning environments. (See Table for major themes with supportive concepts that
emerged from both the project group and the focus groups.)
Characteristics of a Caring Environment Valuing, genuine dialogue, relations, and connectedness were
identified as the major themes for a caring learning environment. Anecdotal notes revealed by the groups
indicated that attentiveness and openness to one another were other key aspects of the learning experience. By
listening and becoming engaged in class activities, each member emerged as an equal partner and contributor
to the whole. More than the sum of each member's contributions unfolded at each meeting.
What was surprising to the members of the group was that they learned more than they had expected to learn.
Goals were met and course requirements achieved, but what also emerged was a sense of belonging to a
group - a connection of personal and group achievement that made the project more than just another
assignment. Participants spoke of feelings of pleasure and satisfaction along with pride and sense of ownership
for the created learning environment.
Meaningful relationships and an appreciation for colleagues also emerged. This experience extended beyond
the boundaries of the learning environment into an interactive educational experience that embodied a new way
of being and learning as fellow participants. A higher dimension for teaching and learning was actualized.
Attending to the educational success of the adult learner requires the teacher and learner to become fully
immersed as co-participants within the teaching-learning experience (16,17). As teacher and learner engaged
as sharing contributors to the educational experience, a sense of closeness and unity developed along with
feelings of shared responsibility for nurturing caring relationships with one another. A collective commitment to
engage in discovery, learning, and a new way of being with one another transformed the traditional roles of
student and teacher and interactive relationships emerged.
Implications for Nursing Education Support for adult learners can be achieved by creating a caring learning
environment that is founded on partnerships and collaboration, mutual respect and commitment, self-direction
and creativity. Closeness and unity develop as everyone participates in caring acts and behaviors. Learners
become fully engaged and willing to allow others to enter into their personal space. Engagement of the teacher
and learners as co-partners in the educational experience not only fosters connections among members but
serves to acknowledge each person as a key contributor.
A transformed teaching-learning environment leads to rich, meaningful opportunities within the educational
experience. Participants, fully immersed in their learning, share responsibility to nurture caring relationships with

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one another, forming a collective whole and synergistic learning. What emerges is a commitment to learn and a
new way of being with others within a caring learning environment.
References
References
1. Sakalys, J.A. (2002). Literary pedagogy in nursing: A theory-based perspective. Journal of Nursing
Education, 41(9), 386-392.
2. Tanner, C.A. (2002). Learning to teach: An introduction to "Teacher Talk: New Pedagogies for Nursing."
Journal of Nursing Education, 41(3), 95-96.
3. Young, R, &Diekelmann, N. (2002). Learning to lecture: Exploring the skills, strategies, and practices of new
teachers in nursing education. Journal of Nursing Education, 41(9), 404-411.
4. Knowles, M. S. (1989). Everything you wanted to know from Malcolm Knowles (and weren't afraid to ask).
Training, 26(8), 45-50.
5. Bevis, E. O., &Watson, J. (Eds.). (1989). Toward a caring curriculum: A new pedagogy for nursing. New York:
National League for Nursing.
6. Johns, C. (1997). Catlin's story: Realizing caring within everyday practice through guided reflections.
International Journal for Human Caring, 1(2), 33-39.
7. Johns, C. (1999). Caring connections: Knowing self within caring relationships through reflection.
International Journal for Human Caring, 3(2), 31-38.
8. Paterson, J. G., &Zderad, LT. (1988). Humanistic nursing. New York: National League for Nursing.
9. Watson, J. (1999). Postmodern nursing and beyond. New York: Churchill Livingstone.
10. Murray, J. (1989). Making the connection: Teacher student interactions and learning experiences. In E. O.
Bevis &J.Watson (Eds.), Toward a caring curriculum: A new pedagogy for nursing (pp. 189-216), New York:
National League for Nursing.
11. Kohlberg, L. (1975). The cognitive-developmental approach to moral education. Phi Delta Kappan, 56,670-
677.
12. Rest, J. (1990). Guide for defining issues test Minneapolis: University of Minnesota, Center for the Study of
Ethical Development.
13. Benner, P. (1984). From novice to expert Excellence and Power in Clinical Nursing Practice. Boston:
Addison-Wesley.
14. Benner, P., &Wrubel, J. (1989). The primacy of caring: Stress and coping in health and illness. San
Francisco: Addison-Wesley.
15. Speziale, H. J. S., &Carpenter, D. (2003). Qualitative research in nursing: Advancing the humanistic
imperative (3rd ed.). New York: Lippincott.
16. Andrews, C. A., Ironside, P. M., Nosek, C., Sims, S. L., Swenson, M. M., Yeomans, C. Young, P. K.,
&Diekelmann, N. (2001). Enacting narrative pedagogy: The lived experiences of students and teachers. Nursing
and Health Care Perspectives, 22(5), 252-267.
17. Snyder, M., Brandt, C. L., &Tseng, Y. (2000). Measuring intervention outcomes: Impact of nurse
characteristics. International Journal of Human Caring, 4(1), 36-41.
AuthorAffiliation
About the Authors Esther G. Bankert, PhD, RN, is a professor and interim dean at the State University of New
York Institute of Technology, School of Nursing and Health Systems, Utica. Victoria V. Kozel, MS-FNP, RN, is a
graduate of the State University of New York Institute of Technology, School of Nursing and Health Systems,
Utica. For information, contact Dr. Bankert at fegb@sunyit.edu.

Subject: Education; Adult students; School environment; Nursing;

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MeSH: Adult, Attitude of Health Personnel, Communication, Education, Nursing, Baccalaureate, Health
Services Needs & Demand, Humanism, Humans, Models, Educational, Models, Psychological, Motivation,
Nursing Education Research, Nursing Methodology Research, Organizational Culture, Organizational
Innovation, Philosophy, Nursing, Power (Psychology), Psychology, Educational, Social Support, Cooperative
Behavior (major), Empathy (major), Faculty, Nursing (major), Interprofessional Relations (major), Students,
Nursing -- psychology (major)

Publication title: Nursing Education Perspectives

Volume: 26

Issue: 4

Pages: 227-9

Number of pages: 3

Publication year: 2005

Publication date: Jul/Aug 2005

Year: 2005

Publisher: National League for Nursing, Inc.

Place of publication: New York

Country of publication: United States

Publication subject: Medical Sciences--Nurses And Nursing

ISSN: 15365026

Source type: Scholarly Journals

Language of publication: English

Document type: Journal Article

Document feature: References

Accession number: 16175914

ProQuest document ID: 236577465

Document URL: http://search.proquest.com/docview/236577465?accountid=50257

Copyright: Copyright National League for Nursing, Inc. Jul/Aug 2005

Last updated: 2014-04-29

Database: ProQuest Medical Library,ProQuest Nursing & Allied Health Source

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