Putting Socrates back in Socratic method: Theory-based debriefing in the nursing classroom.

The term "Socratic method" is so pervasive in education across the disciplines that it has largely lost its meaning, and it has lost its roots in its originator-the historical Socrates. In this article we draw from the original source, Plato's ancient dialogues, to understand the theory and principles behind the questioning used in Socratic method. A deep understanding of Socratic method is particularly timely now as nursing leaders call for increased use of theory-based debriefing across the nursing curriculum. Socratic questioning is ideally suited as a method for debriefing in nursing classrooms because of its ability to enhance critical thinking and self-reflection of the learner and because of its basis in care for the learner through a learner-centred design. We present an analysis of the Socratic method in Plato's works and provide an overview of the key Socratic principles and techniques. We illustrate these principles and techniques with examples of how Socratic teaching can be applied in the nursing classroom, and we address the challenges and rewards for nursing faculty implementing Socratic method. Learning about Socratic method directly from Plato's dialogues can provide a richer and more robust understanding of this key pedagogical technique and help nurse educators practice more intentional and informed Socratic questioning and debriefing.

Use of technology to enhance mental health for older adults.

Recent research suggests that older adults may gain significant mental health benefits from health resources made available through emerging modern technologies, especially because this population is becoming more Internet savvy. Technology-enhanced interventions for older adults have been shown to be helpful not only for general wellness activities (i.e., exercise), but also to specifically enhance mental health. This article focuses on two types of interventions for mental health: (a) cognitive-behavioral therapy for depression and anxiety and (b) assistive technology for individuals with dementia. Nurses should reevaluate their assumptions that older adults fear technology and explore whether different types of modern technology might be effective in enhancing mental health for these clients.

Dialog on a country path: the qualitative research journey.

There is little information in the literature describing how students learn qualitative research. This article describes an approach to learning that is based on the pedagogical approach of Dinkins' Socratic-Hermeneutic Shared Inquiry. This approach integrates shared dialog as an essential aspect of learning. The qualitative pedagogy described in this article focused on three questions: What is knowing in qualitative research? How do we come to know qualitative research? What can we do with qualitative research? Students learned the basics of qualitative research within a context that fostered interpretive inquiry. In this way, the course framework mirrored the combination of interviewing, storytelling, and journeying toward understanding that constitute qualitative research.

Teaching experiences of second degree accelerated baccalaureate nursing faculty.

Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.

Baby Boomers: are we ready for their impact on health care?

As the first of the Baby Boomer generation turns 65 this year, there is rising fear that a crisis awaits related to many mental health resources. This article describes the characteristics of Baby Boomers, their future mental health needs, and the extent of the impending insufficiency of mental health resources to meet those needs. Recommendations to address the unprecedented mental health demands of this generation are presented.

Walking for therapy with man's best friend.

Recent research has shown that older people who walk dogs are more likely than those who walk with a human companion to engage in regular exercise and show more improvement in fitness. Studies with dogs and other animals have suggested new approaches for using animals to enhance both mental and physical health in older adults. With the current intense focus on health care reform, increased use of animals as therapy may serve as a cost-effective strategy for improving and maintaining health in older adults.

Voices of faculty of second-degree baccalaureate nursing students.

The limited research related to accelerated second-degree baccalaureate nursing programs primarily focuses on curricular issues or student experiences. The purpose of this study was to focus on the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, 14 second-degree faculty from the East Coast region of the United States were interviewed to understand their experiences teaching accelerated second-degree baccalaureate nursing students and how these experiences helped or hindered their teaching and learning practices with these students. The challenges associated with teaching these students were identified in the themes At the Top of My Game and Teaching to Think Like a Nurse. This article describes this study and the implications for teaching accelerated second-degree baccalaureate students.

Expert to novice: clinicians learning new roles as clinical nurse educators.

The nursing shortage presents a challenge for both nursing education programs and clinical agencies to identify creative options for increasing the supply of nurse educators, especially those who can teach vital clinical skills to future nurses. Some clinicians have voiced that they would enjoy having opportunities to share their clinical expertise through teaching, but they lack preparation for this new role. Through written narratives of nurses enrolled in a Clinical Nurse Educator Academy, this study explored the research question: How can narratives of clinicians participating in a Clinical Nurse Educator Academy enhance understanding of the unique perspectives of these individuals as they prepare for roles as clinical nurse educators? Data consisted of 135 reflective narratives from 45 participants and were analyzed using van Manen's approach to human science research. One overarching pattern, "The Phenomenon of Learning to Teach:" and three themes,"Buckle Your Seatbelt," "Embracing the Novice," and "Mentoring in the Dark," emerged from the data. Implications for faculty and further research are offered.

The power of pretend: using simulation to teach end-of-life care.

Instruction in quality end-of-life care is gaining presence in the nursing curricula, yet how to best incorporate it remains undecided. Concurrently, high-fidelity simulation has quickly become a popular strategy for teaching nursing content. The authors describe the impact of teaching with simulation and the process of developing an end-of-life laboratory simulation for first year students in an associate degree nursing program.

Caregiver burden or caregiver gain?

Many caregivers of older family members do not realize the need for respite until their own health begins to deteriorate. The mental, emotional, and physical stress of caring for a family member can seem overwhelming. Creative options for respite care are emerging, but there are barriers to effective use of these programs. This article discusses these barriers and proposes suggestions for overcoming them.

Evidence for promotion of nontenured faculty.

An increasing number of faculty members are choosing the nontenured path in academia. These faculty members bring expertise in teaching that must be recognized and valued. With the shortage of nurse educators, procedures to attract and retain these faculty members are needed. To address this problem, guidelines for promotion of nontenured faculty were developed. The authors describe the development process and the final criteria for promotion.

Storytelling as an educational strategy for older adults with chronic illness.

As the population of older adults with chronic illness continues to increase, it is imperative to implement patient education strategies that are designed to elicit information and help health practitioners understand the world of the older adult. This article describes how storytelling, grounded in the basic principles of gerogogy, serves as an effective teaching and learning patient education strategy for older adults with--or without--chronic disease.

Learning portfolios: giving meaning to practice.

Learning portfolios are gaining acceptance in nursing education as a viable way to individualize student learning and evaluate outcomes. Traditionally, portfolios have documented learning that has already occurred. This article describes how the design of a learning portfolio for nurse educator students provided greater insight into their new practice of teaching by assisting in both the reflection of their previous experiences and the visualization of their first teaching position.

Accelerated nursing students and theater students: creating a safe environment by acting the part.

Traditional approaches to teaching basic nursing skills are being questioned for accelerated, or second-degree, nursing students. Since accelerated nursing students have demonstrated the ability to quickly assimilate new information and to transfer skills from a previous career into a new field, it is thought that they may benefit from teaching strategies that promote experiential learning. Through a hermeneutic phenomenological approach, this study inquired into the experiences of 22 accelerated baccalaureate nursing students to determine if narrative learning in a campus laboratory setting helped them integrate content from classroom and clinical practica and move quickly along the pathway to the competencies that are needed for safe nursing practice. Data analysis revealed the teaching/learning significance of narratives for these students and is identified in the theme, "Creating a Safe Environment".

Accelerated second-degree baccalaureate nursing programs: what is the significance of clinical instructors?

Accelerated second-degree nursing programs are a popular method of entry into nursing for many individuals beginning a second career in nursing. Using a hermeneutic phenomenological approach, this study analyzed the experiences of 19 accelerated second-degree baccalaureate nursing graduates to understand how their student experiences best prepared them for nursing practice after graduation. The significance of clinical instructors to students' development as nurses was revealed in the data analysis and identified in the theme, Blending Practice and Pedagogy. This article describes the implications of this theme for both accelerated second-degree nursing programs and faculty recruitment and retention.

Geropsychiatric nursing: an underrecognized specialty.

Undergraduate nursing students often do not view geropsychiatric nursing as a specialty they would consider upon graduation. This article reveals that students who are given the opportunity to interact one-on-one with an older adult may change their viewpoint about becoming involved in this specialty.