Sage Handbook of Nursing Education

Dr Carol Hall is a Registered Nurse and Emeritus Professor in Nursing Education at the University of Nottingham, where she continues to support nursing students and faculty. Carol has extensive experience in the design, delivery and quality assurance of nursing education, through national and international roles in curriculum development, validation and accreditation. She also participates in teaching enhancement internationally through leadership and evaluation of funded projects. Carol was Education Forum Chair for the Royal College of Nursing (2006 - 2015) and Vice President of the Federation of European Nurse Educators (2012 - 2018). She has chaired pilot panels for Nursing and Allied Health during the development of the UK Teaching Excellence Framework (TEF 2018, 2019) and co-chaired International Standards Organisation (ISO) panel ‘Quality of learning environments for students in healthcare professions (IWA 35: 2020). Carol is a Fellow of the Royal College of Surgeons Ireland (Nursing and Midwifery) and Principal Fellow of the Higher Education Academy.  Mary is an Emeritus Professor of Nursing Education at the University of Southampton, UK and formerly Visiting Fellow at Tartu Health Healthcare College, Estonia. A nurse with a clinical background in critical care, Mary has a well-established international experience and reputation in the field of health care education, research, and evaluation, with a particular focus on competence, regulation, curriculum design, programme development and the impact of simulation and smart technologies upon competence acquisition. She has held influential leadership roles representing ‘Nursing’ within a series of European Union funded projects and policy events. Most recently she has co-edited their report on the outcomes of a project concerning ‘Transnational Comparative Assessments in European Higher Education’. She is an International Commissioner with the American Nurses Association Credentialing Center- for Nursing Professional Development . Kathryn Parker (Whitcomb), DNP, RN, CHSE-A is Director of the Texas Tech University Health Sciences Center (TTUHSC) Simulation Program for the Abilene, Amarillo, Midland, and Odessa sites. She has appointments as Associate Professor in the School of Nursing and Clinical Instructor in the School of Pharmacy. Dr. Parker has been involved in nursing and interprofessional education for more than 15 years, including extensive experience in healthcare simulation. Dr. Parker’s research and scholarship include interprofessional education and teamwork, and exploring the use of auxiliary technology as methods to enhance diversity, equity, and inclusion of simulation-based experiences.

• Editors′ Preface - Mary Gobbi & Carol HallPART ONE: The Development of Education for NursingPart Introduction - Carol Hall & Mary GobbiChapter 1: Development of UK nursing education - Key influences - Anneyce KnightChapter 2: Discourses in US Nursing Education: Key Historical Developments - Theresa M. Valiga Chapter 3: Development of Australian nursing education - Key influences - Philippa Rasmussen and Judy MagareyChapter 4: Development of Nursing Across Europe - Key influences - Tom Keighley and Carol HallChapter 5: Development in nursing education China - Key influences - Gao YanChapter 6: Development of nursing education in emerging health economies - Barbara Parfitt & Valerie FlemingChapter 7a: Developments in Military Nursing Education: Foreword to Case Studies - Lizzy BernthalChapter 7b: Developments in Military Nursing Education: UK - Chris CarterChapter 7c: Developments in Military Nursing Education: USA - Carol RomanoChapter 7d: Developments in Military Nursing Education: New Zealand and Australia - Philippa RasmussenPart Conclusion - Carol Hall and Mary GobbiPART 2: Curriculum Development and Programme DesignPart Introduction - Mary Gobbi and Carol HallChapter 8: Educational Philosophy: Why it’s Important and How it Impacts our Roles as Educators - Theresa M. Valiga Chapter 9: Learning theories and their relevance - Majda Panjkihar and Dominika VrbnjakChapter 10: Identifying and Designing Educational Goals - Katharine MeierChapter 11: Programme Design and Curriculum Structure - Mary GobbiChapter 12: Designing for quality experiences and outcomes - Stephen Tee & Katherine CurtisChapter 13: Implementing Strategies in Challenging Circumstances - Carol HallChapter 14: An Overview of the Tensions Involved in Curriculum and Program Design and Development - Marja KaunonenPart Conclusion - Mary Gobbi and Carol HallPART 3: Educational Strategies and their Application: Academic and PracticePart Introduction - Kathryn Parker (Whitcomb) & Patricia Yoder-WiseChapter 15: Interprofessional Education & Collaborative Practice: National and International Contemporary Education and Practice Opportunities - Elizabeth Speakman, Sheila DavisChapter 16: Engaging Learners - Susy SportsmanChapter 17: Engaging in the Pedagogy of Simulation - Sharon Decker, Kathryn Parker (Whitcomb), Sandra Caballero, Melissa LealChapter 18: Developing Reflective Learners - Christine Bulman and Mary GobbiChapter 19: Learning in Practice: The Role of Precepting, Coaching, Sponsoring, and Mentoring - Linda YoderChapter 20: Promoting learning: a Multidimensional Approach - Janet M. Phillips & Ann M. StalterChapter 21: Ethics and the Law - Melinda Mitchell JonesChapter 22: Assessment Methods: Key Considerations - V. Chris Simmons & Marilyn OermannChapter 23: Reliability and Validity in Nursing Student Assessment and Evaluation: Contemporary Issues - Tom Christenbery, Betsy Kennedy & Abby L. ParishChapter 24: Design, Development and Implementation of Effective Digital Learning - Richard Windle, Simon Riley, Heather WharradPart Conclusion - Kathryn Parker (Whitcomb) & Patricia Yoder-WisePART 4: Educational Research and Scholarship - Academic and PracticePart Introduction - Mary Gobbi & Carol HallChapter 25: Communities of Practice: a Device to Increase Nursing’s Strategic Influence - Andree Le MayChapter 26: Current Trends in Educational Research - Amanda KennyChapter 27: Excellence in Nursing Education: The National League for Nursing Model as a Guide - Beverley Malone, Janice Brewington, Sandra DavisChapter 28: A Systems Perspective of the Scholarship of Teaching and Learning in Nursing: a Guide for Emerging Nurse Educators - Ann Stalter & Deborah MerriamChapter 29: Faculty Qualifications and Roles: the Competence of Nurse Educators - Leena SalminenChapter 30: Faculty Qualifications and Roles: The NCSBN’s View - David BentonChapter 31: The Clinical Nurse Leader in Advancing Scholarship - Maureen CoombsChapter 32: The clinical nurse specialist′s role in advancing scholarship - Kathy BakerChapter 33: Exploring the Concept of Scholarship and its advancement - Fiona SmartChapter 34: The role of continuing educators/professional developers in advancing scholarship - Fiona Smart, Brian Webster Henderson & Mary GobbiPart Conclusion - Mary Gobbi & Carol Hall