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References


A printer-friendly version of this information can be found on pages 29-30 of the handbook.

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Boyer Commission on Educating Undergraduates. (2000). Reinventing undergraduate education: A blueprint for America's research universities . Stony Brook, NY: Stony Brook State University of New York. Available at http://naples.cc.sunysb.edu/Pres/boyer.nsf/

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Cheung, R., & Aiken, L., (2006). Hospital Initiatives to Support a Better-educated Workforce. Journal of Nursing Administration. 36(7/8), 357-362.

Chickering, A.W., & Gamson, Z.F. (1991). Seven principles for good practice in undergraduate education. In A.W. Chickering, & Z.F. Gamson (Eds.), Applying the "Seven Principles for Good Practice in Undergraduate Education" (pp. 63-69). San Francisco: Jossey-Bass.

Dahlberg, K, Ekebergh, M, & Ironside, P.M. (2003). Converging conversations from phenomenological pedagogies: Toward a science of health professions education. In N. Diekelmann (Ed), Teaching practitioners of care: New pedagogies for the health professions. Volume 2:   Interpretive studies in healthcare and the human sciences (pp. 22-58). Madison, WI: University of Wisconsin Press.

Diekelmann, N.L. (1995). Reawakening thinking: Is traditional pedagogy nearing completion? Journal of Nursing Education, 34, 195-196.

Diekelmann, N.L.   (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23(3), 53-71.

Diekelmann, N., & Ironside, P.   (2002). Developing a science of nursing education: Innovation with research. Journal of Nursing Education, 41, 379-380.

Diekelmann, N.L., Ironside, P.M. & Harlow, M.   (2003). Educating the caregivers: Interpretive pedagogies for the health professions. In N. Diekelmann (Ed), Teaching practitioners of care: New pedagogies for the health professions. Volume 2: Interpretive studies in healthcare and the human sciences (pp. 3-21). Madison, WI: University of Wisconsin Press.

Gaff, J.G., Pruitt-Logan, A.S., Sims, L.B. & Denecke, D.D. (2003). Preparing future faculty in the humanities and social sciences: A guide for change. Washington, DC: Association of American Colleges and Universities.

Gaff, J.G., Pruitt-Logan, A.S., & Weibl, R.A. (2000). Building the faculty we need: Colleges and universities working together. Washington, DC: Association of American Colleges and Universities.

Gordon, J.A. (2002). Beyond the classroom walls: Ethnographic inquiry as pedagogy . New York: RoutledgeFalmer.

Halstead, J.A. (ED) (2007). Nurse Educator Competencies: Creating an Eveidence-Based Practice for Nurse Educators. New York: National League for Nursing

Ironside, P.M. (2001). Creating a research base for nursing education: An interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies. Advances in Nursing Science, 23(3), 72-87.

Ironside, P.M. (2003). Trying something new: Implementing and evaluating narrative pedagogy using a multi-method approach. Nursing Education Perspectives, 24, 122-128.

National League for Nursing (2011). Academic progression in nursing education [NLN Vision Series]. Retrieved from www.nln.org/aboutnln/livingdocuments/pdf/nlnvision_1.pdf

National League for Nursing (2001). Lifelong learning for nursing faculty (Position Statement). New York: Author.

National League for Nursing (2002a). Funding for nursing education research (Position Statement). New York: Author.

National League for Nursing (2002b). The preparation of nurse educators (Position Statement). New York: Author.

National League for Nursing (2005). The scope of practice of academic nurse educators. New York: Author.

Pruitt-Logan, A.S., Gaff, J.G., & Jentoft, J.E. (2002). Preparing future faculty in the sciences and mathematics: A guide for change . Washington, DC: Association of American Colleges and Universities.

Sinnott, J.D. (2003). Teaching as nourishment for complex thought: Approaches for classroom and practice built on postformal theory and the creation of community. In N.L. Diekelmann (Ed.), Teaching the practitioners of care:   New pedagogies for the health professions.   Volume 2:   Interpretive studies in healthcare and the human sciences (pp. 232-271). Madison, WI: University of Wisconsin Press.

Stevens, K.R. (1999). Providing evidence-based teaching. In K.R. Stevens, & V.R. Cassidy (Eds.), Evidence-based teaching: Current research in nursing education (pp. 1-22). Sudbury, MA: Jones & Bartlett Publishers/NLN Press.

Stevens, K.R., & Valiga, T.M. (1999). The national agenda for nursing education research.  Nursing and Health Care Perspectives, 20, 278-279.

Swenson, M.M., & Sims, S.L. (2003). Listening to learn: Narrative strategies and interpretive practices in clinical education. In N.L. Diekelmann (Ed), Teaching the practitioners of care: New pedagogies for the health professions. Volume 2: Interpretive studies in healthcare and the human sciences (pp. 154-193). Madison, WI:   University of Wisconsin Press.

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