Nursing Education Concept By Joyce J Fitzpatrick

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Nursing Educational Theory By Joyce J Fitzpatrick

Nursing Education Concept By  Joyce J Fitzpatrick

Who Is Joyce J Fitzpatrick,Interest In Teaching,Formal And Informal Influences of Education And Mentors,As a Mentor,Enhanced Development of Her  Teaching And Leadership Skills,Challenges And Rewards,Progress in Growth For Self And Other

Who Is Joyce J Fitzpatrick

     Mary Beth Modic, DNP, APRN-CNS, CDCES, FAAN is a clinical nurse specialist and a board-certified diabetes nursing and education specialist. She loves being a nurse and teaching people with diabetes how to take better care of themselves to stay healthy. 

    Along with Dr. Fitzpatrick, she has developed an empowerment program for clinical nurses to help them celebrate their contributions to patients, their communities, and the world. She is the mother of six children and lives in Brecksville, Ohio with her husband Mark. Her favorite hobby is reading to her grandchildren.

    Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, is Director of the Marian K. Shaughnessy Nurse Leadership Academy and Elizabeth Brooks Ford Professor of Nursing at the Frances Payne Bolton School of Nursing at Case Western Reserve University ( CWRU) in Cleveland, Ohio. 

    She is an award winning author with more than 400 publications, including more than 80 books. She is a living legend of nursing. She has two daughters and three grandchildren, Penelope, Augustus, and Calliope.

Interest In Teaching

    As an undergraduate student in the School of Nursing at Georgetown University, She  decided to dedicate She  future work to improving nursing education. One of the primary reasons was the fact that She  admired the faculty who taught in the School of Nursing, for their dedication to what they were doing. 

    They were committed to developing nursing as a profession and encouraged us as undergraduates to pursue graduate study in nursing There was a high energy level among the faculty and a major emphasis on advanced education. At the same time, She  felt that there was great potential for growth within the discipline of nursing. 

    She  did not believe that She  was as intellectually challenged as She  should have been as an undergraduate student at a major university. 

    She  viewed She  colleagues in other disciplines as having more scholarly debates, more intellectual discussions about broad social and political issues, compared to those of us studying in the School of Nursing. 

    She  was disappointed that so much of the focus of nursing education was on memorization and recall, and too little was on challenging existing knowledge. 

    She  vowed to make a difference in nursing education nationally (for at that time there was little focus on global health or nursing) and made a commitment to obtain the highest level of education possible in nursing. 

    She  knew then that She  would become a teacher and a leader in academic nursing.

Formal And Informal Influences of Education And Mentors

    Immediately following graduation from Georgetown, She  entered a master's degree program in nursing, and pursued a clinical focus in psychiatric mental health nursing with a minor focus on nursing education. 

    She  had a significant introduction to educational philosophies during this graduate program, and was introduced to the current issues and debates in nursing education nationally, including the entry level debate; the disciplinary content focus on care, cure, or coordination; and the relationships between generalist and specialist preparation for the discipline. 

    She  loved the opportunity for intellectual debate afforded by graduate education in nursing, and longed for more. While She  took a 5-year hiatus from She  own academic studies in order to practice as a public health and community mental health nurse, She  maintained academic ties to the University. 

    She  participated as a clinical faculty member supervising students in the graduate program in psychiatric mental health nursing, took some courses as a part-time student, and always “hung around” with nurses from the University. 

    She  found colleagues among the nurses who were on the faculty, She  knew then that She  needed to pursue doctoral education in nursing. 

    Before doing so, She  explored the programs around the country. She  chose to pursue the PhD in nursing at New York University as 1 believed that it was the most academically challenging program at the time. 

    It was everything She  expected it to be academic discourse, cutting edge science and research, interesting and challenging academic role models, and, importantly for me, intellectually challenging on a personal level. She  learned the academic role as scholar and teaching through observing others and having the opportunity to practice as a junior faculty member.

As a Mentor

    She have had many mentors throughout She  academic career. One of She  first mentors continues as a mentor today. Grayce Sills was on the faculty at Ohio State University School of Nursing when She  was a master's prepared community mental health nurse practicing in Columbus Ohio. 

    She took She  under her wing and provided guidance to She  in both She  academic and professional nursing development. Grayce took She  to She  first professional association meeting and She  have been a professional association “junkie” ever since. 

    She introduced She  to the politics of professional nursing, as she had been guided by Hildegard Peplau, one of the masters of professional organization politics. 

    When it came time to choose a doctoral program in nursing, it was Grayce who steered She  to NYU and Martha Rogers, suggesting that She  would resonate with the advanced and radical thought emanating from NYU. She  was never sorry that She  followed that advice.

    Her second set of mentors were found at NYU; both Martha Rogers and Florence Downs guided She  in different ways and different directions. Martha stretched She  conceptual and professional thinking, pushing the boundaries of the discipline intellectually and practically. 

    She  was always amazed at the integrity that she displayed in all that she did. Florence served as She  researcher and introduced she  to the rigors of research so important in advise scientific nursing both then and now.

    Her third set of professional mentors were introduced to She  in She  first academic position following She  doctoral degree. 

    She  assumed a position of leadership in theory and research in academic nursing and sought out the mentorship of Harriet Werley , who at that time, in She  mind, was the founder of nursing research in the US As a new faculty member She  introduced myself to Harriet and told her that She  wanted to know everything that she knew about nursing research. 

    She took She  under her wing as a co-editor in the design and launch of the Annual Review of Nursing Research series (now in its 22nd volume), with the understanding that She  would assume leadership for the series within a 5-year period. 

    Unlike She  other mentors, Harriet's training had been in the discipline of psychology, which had a rich history of academic development in research, teaching, and clinical practice. This mentorship provided grounding for She  in the inclusion of all of these components.

Enhanced Development of Her  Teaching And Leadership Skills

    Timing is everything, and the timing of She  introduction to academic nursing at the doctoral level was critical to She  own development as a teacher. Immediately after completing She  PhD in nursing She  accepted a faculty position in a school of nursing that had just developed a doctoral program in nursing. 

    She  was asked to teach the first course, the introduction to nursing theory and research. 

    In the first course, She  had 5 doctoral students and 5 faculty members as students. One of the faculty members was a full professor in the school of nursing, and She  learned very early that She  had expertise that was different and important to the discipline of nursing. 

    She  learned to believe in She  own expertise. Because She  was the only faculty member with a doctoral degree in nursing, She  learned quickly to clarify the need for development of graduate education (particularly doctoral education) within the discipline to develop our science, rather than to borrow all of our knowledge from other disciplines. 

    She  teaching was refined because it was challenged; this undoubtedly influenced She  evolution as a teacher.

    She has always felt a high level of comfort as a teacher. In fact, She  is  more comfortable each year. The more experience She  have as a teacher, the better She  am as a teacher. 

    This degree of comfort is not always translated into formal presentations. She  still experience a degree of discomfort whenever doing a formal presentation. I'm not sure why this is the case.

Challenges And Rewards

    One of She  challenges as a teacher is no doubt the challenge of many of She  colleagues. That is the difficulty inherent in balancing all that we have to do as leaders in academic nursing: teaching, writing, researching, and advising students at all levels. 

    Every day requires a juggling of priorities, in which the decision that is made often is based on the greatest good for the greatest number of persons. Yet, on a day-to-day level, sometimes these decisions are not as clear-cut as they appear. 

    Another challenge is the realization that there is no “down time” as an academic leader years later will quote your communication to them. She  learned early in She  academic career that there is no such thing as casual conversation.

    One of the most rewarding aspects of teaching is to see the success of one's students. She  have had hundreds of successful students over the course of She  many years of teaching. 

    Many of these students are in key positions of leadership in nursing throughout the world. She  chose nursing education as an area of focus because She  believed that the ripple effect was so important. 

    She  can influence the health of so many more people by influencing the high level education of many nurses. Teaching future teachers of nurses and preparing future leaders in nursing is very rewarding to me.

    One of She  concerns over She  years as a teacher has been the parochial views within the ranks of nurses themselves. We have the potential to determine our own destiny, but often do not exercise the potential. 

    The lack of intellectual discourse, challenges to the system, and acceptance of the status quo are frustrating to me. She  wish nurse faculty members were more likely to be risk takers, asking questions that are visionary and future oriented rather than continuing the present state of learning.

Progress in Growth For Self And Others

    She try to learn something new every day, by reading, by listening to experts from outside and inside of nursing and health care. She  have always believed that the more exposure to information the better. She  am an avid consumer of all that is available on the Internet. 

    She  try to learn from information that is available in a range of sources. The amount of health care information available to all of us is overwhelming; it is difficult to discern what information is most critical. But the more you know the easier it is to discern the value of information.

    She also try to network with as many people as possible, on the local, national, and global level. She  keep a wide range of contacts, particularly within nursing circles. She  spend a lot of time communicating with other nurses and other health care professionals who have expertise that She  do not have.

    Her advice to new teachers is to continue to learn by trying new methods and techniques of teaching, and do not be afraid to challenge the system. Make certain that you are an avid learner and that you surround yourself with those who can stretch your own development.

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