Faculty Worldviews: The Challenge of Diversity and Silos.

While much has been written about diversity and worldviews, too often an openness and respect for diversity of perspectives in teaching-learning seem veiled in calls for sameness in thinking about the world, education, and events. In this column, the author explores the issue of diversity of faculty perspectives in the teaching-learning of nursing. Thoughts are shared from the humanbecoming teaching-learning model, exploring the notion of synergistic patterning in creating a rich tapestry of teaching-learning of nursing.

Paradoxical Rhythms in Teaching-Learning: Glimpsing the Utterable-Unutterable.

In this column, the utterable-unutterable in teaching-learning is explored. Through the lens of the paradoxical rhythms of the humanbecoming teaching-learning model, insights are gleaned from a story shared of an experience in the teaching-learning of nursing. Further understandings emerge from reflecting on the thoughts of others in the literature. From this consideration, suggestions are offered to guide nurse faculty in honoring the richness of the utterable-unutterable in teaching-learning.

Trust and Worth on the Co-Created Journey of Teaching-Learning.

Trust and worth are common words often heard in the media with calls to trust the news, trust elected officials, or trust the science. Yet how can one trust science or news or others when contrary evidence arises? In the teaching-learning of nursing, emerging truths and new knowings challenge what was once considered conventional wisdom, presenting a challenge and an opportunity for nurse faculty. A discussion of trust and worth is presented with insights offered for the teaching-learning of nursing. While the insights are not exhaustive, the intent is to challenge nurse faculty to set aside time and space to delve with colleagues into creation of a culture of trust and worth in the teaching-learning milieu. This seems most appropriate for such a time as this, where a simple thing as listening to the evening news suggests that human dignity, trust, and worth seem little valued.

Sacred Cows in Nurse Education: Are Faculty Scared to Dream?

In this column, the authors share insights on traditions and new perspectives regarding teaching-learning uncovered through their experiences in higher education. Challenging teachers to consider letting go of the sacred cows often embraced in nurse education, the authors explore the humanbecoming teaching-learning model as a means of making curricular decisions in creating programs founded in a solid nursing foundation.

Tenure Decisions and Power: The Good and the Evil.

The use of power in the seeking and granting of tenure in an academic setting can influence the future of teaching-learning of nursing in significant ways. In this column, notions of power will guide a discussion about tenure. Warnings are offered of potential traps that might stifle academic freedom, thus defeating the purpose of tenure to promote student learning and advance development of new knowledge unhindered by organizational and political forces. With insights from the humanbecoming leading-following model, thoughts are offered to guide faculty and administrators involved in the tenure process to protect academic freedom that is critical to the mission of nurse education programs.

Envy and Originality: Facing the Challenge in Teaching-Learning.

Envy is identified as inevitable in human endeavors with potentially deleterious effects on the teaching-learning of nursing. Insights are gained into the human experience of envy through shared stories from literature and nurse faculty. Further insights are gained through the lens of the humanbecoming perspective to offer recommendations for faculty and leaders in the teaching-learning of nursing.

A Foundation for the Future: Sowing the Seeds of Illimitable Possibilities in the Rock Garden of Nurse Education.

In this column, the author shares insights on teaching-learning uncovered in considering the experiences of growing up on a farm, illuminated by insights from a treasured childhood book as perceived through the nursing theoretical lens of humanbecoming. Suggestions for planning and planting for the future of nursing are offered and questions are asked as a guide for the nurse teacher.

Teaching-Learning Column Introduction.

This article introduces a discussion of faculty practices in journeying with nurse students in the preparation for success on the NCLEX-RN®. While veering from this column's usual focus on the teaching-learning of nursing, it offers faculty the opportunity to join in a discussion of an issue that many nurse faculty consider to be of critical importance in nurse education.

Robotics in Teaching-Learning: But in Nursing?

In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.

Shame in Teaching-Learning: A Humanbecoming Perspective.

In a discussion on the phenomenon of shame, intriguing questions are raised for consideration by teachers of nursing. Raising concerns about the perceived emergence of societal norms that seem to encourage the shaming of others along with technology and social media platforms that enable public shaming brings one to ponder the meaning of shame in the sciencing and art of teaching-learning in nursing, especially in an era of virtual learning. From the unique perspective of humanbecoming, reflections on selected stories of the student experience of shame give rise to several suggestions for faculty to be with students in moving beyond moments of potential shame in the unfolding of new possibilities. These stories and suggestions are offered to nurse faculty and academic administrators for continuing discussion and as an opportunity for shared learning.

Presence in Teaching-Learning: Insights From the Movie Patch Adams and Others.

As social distancing seems to have become the new normal in the ongoing struggle to prevent the spread of COVID-19, this column focuses on the challenge of presence in the teaching-learning endeavor that often is lived in virtual settings. When presence is defined as being in the same place at the same time as another, suggesting that presence is essential to teaching-learning would certainly run counter to the recommended practice of social distancing. However, the question must be asked if it is essential for the teacher and learner to be in a particular place at the same moment for presence in teaching-learning to be known. Clarity of the meaning of presence in the teaching-learning endeavor is pursued through considering insights gained from the movie Patch Adams. Further, insights from the humanbecoming paradigm are explored to provide new ways of moving onward in teaching-learning.

Disrupting Rhythms: Nurse Education and a Pandemic.

At times of perceived rapid and significant change, such as the world has experienced with the current COVID-19 pandemic, the unrepeatable ebb and flow of the paradoxical rhythms inherent in humanuniverse patterning seem to come to the forefront of awareness. What was previously known and familiar seemingly disintegrated in the emergence of the unfamiliar experience of a global quarantine. While difficulties abounded across the discipline of nursing, these challenges created new opportunities for visioning anew in thinking beyond the restrictions of the COVID-19 pandemic. A challenge is presented to nurse administrators and faculty charged with preparing the next generation of nurses to meet the challenges of an unknowable future by thinking beyond the traditional boundaries of classroom and clinic to co-create new ways of living the teaching-learning mission of nurse education programs.

DNP or PhD as a Credential for Nurse Faculty: Choices and Consequences.

With the inception of the Doctor of Nursing Practice (DNP) as the designated practice doctorate in nursing and ultimate acceptance of the DNP as a terminal degree in nursing by professional nursing organizations, questions have arisen about the implications for faculty appointment in the teaching-learning in nursing. Following a brief discussion of the background of the DNP and recent trends in academic nursing programs, a challenge is presented to nurse faculty and administrators to consider carefully the illuminated critical issues and concerns in planning for the future of teaching-learning in nursing.

Classrooms of the 21st Century: Reimagining Boundaries.

In this column, the traditional boundaries of nurse education limited by brick and mortar are reimagined in light of rapidly emerging technologies with the potential to break down boundaries of time and space. Gleaning insights from historical and contemporary scholars, a challenge is proffered to create new models of nurse education that meet the call for flexibility and customizability yet are firmly established on a solid nursing theoretical and scientific foundation.

Music and Teaching-Learning in Nursing: Harmony and Rhythm in Co-Constructing New Knowings.

Drawing on a passion for music and teaching-learning, the author explored possibilities in using music creatively in the teaching-learning of nursing. Considering what was found in the literature, further insights were gleaned from interviewing two professional musicians and considering two relevant movies. From these insights, implications are offered for nurse teachers seeking innovative ways to engage students in teaching-learning on their journey of becoming nurses.

Collaboration in Teaching-Learning: Honoring the Wisdom of Diverse Perspectives.

As complexity challenges healthcare providers across disciplines, calls arise for greater collaboration across settings and disciplines. In this column, the importance of honoring the wisdom of the diverse perspectives of collaborators with varying educational and experiential backgrounds is explored. For authentic collaboration to be possible, collaborators must have a solid theoretical, scientific, and experiential foundation within their particular discipline. The challenge for nurse faculty is to prepare students for collaboration by providing teaching-learning opportunities for building a solid foundation in the discipline, being clear about the distinctions across disciplines as well as the distinctions among the many degree levels within nursing.

Open Access and Networked Science in Teaching-Learning: Bane or Blessing?

In this era of exponential growth of technology, new opportunities seem to arise daily for doing the work of teaching-learning more efficiently and effectively. However, each new opportunity also has inherent risks and challenges that concurrently restrict such work. With technology providing the opportunity for scholars and researchers to connect across time, space, and artificial boundaries, two relatively newer phenomena have emerged: open access publishing and networked science. In this column, these phenomena are explored. Although rich with opportunities, these phenomena are fraught with potential dangers for nurse scientists and faculty. Clearly, as new possibilities unfold in nursing science and publishing, wisdom is needed to assure the integrity and rigor of the research being conducted and what is published.

Honoring Wisdom in Seeking Truth for the Moment: A Teaching-Learning Challenge.

In this column, the notion of honoring the wisdom of all involved in the teaching-learning endeavor in nursing is explored. Clarity of understanding wisdom and how it is known are considered in light of experiences recalled by faculty and students. Experiences of honoring wisdom in the teaching-learning journey are shared as ways of seeking truth for the moment as new knowledge and understandings emerge.

Evidence-Based Practice in Nursing for Teaching-Learning: But Is It Really Nursing?

Although nurses across generations have called for nursing practice to be informed by the best evidence available in the moment, evidence-based practice has gained prominence across healthcare since release of the 2001 Institute of Medicine's report Crossing the Quality Chasm. Recent nursing literature is replete with calls for evidence-based practice to be the foundation for nursing practice and incorporated in nursing education across levels. However, it is essential to clarify what is evidence-based practice in nursing in order to address concerns for what should be the evidence for nursing practice and teaching-learning in nursing. In exploring the questions "Is it evidence?" and "Is it nursing?" recommendations and challenges are provided to nurse leaders in administration and education for assuring appropriate evidence is used to guide the teaching-learning and practice of nursing.

Technology and Teaching-Learning: Opportunities and Restrictions.

The author introduces a discussion by a nurse faculty of a teaching-learning strategy based on King's theory of goal attainment. Considering technology merely as a tool to be used in extending the traditional time-space boundaries of the classroom, the author challenges faculty to seek innovative ways of honoring the unique person of the student and illuminating pathways of discovery in the teaching-learning journey.