Recent studies have provoked our thinking about traditional ways of covering content. An example of the overkill in which we indulge, Giddens and Eddy (2009) provided the staggering revelation that we teach prelicen-sure students more than three times the number of physical assessment skills than nurses in practice routinely use! Ironside (2004) challenged the notion that "if important content is 'covered,' thinking necessarily follows" (p. 5). Rather, Ironside continued, we need to use creative pedagogies for deeper learning. In response to the recommended four major shifts in teaching practices from the Carnegie study (Benner, Sutphen, Leonard, & Day, 2010), Tanner and Bellack (2010) worried about preparing future faculty-how can graduate education prepare enough nurse educators to meet the demand? And what will be the actual preparation?
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