Running head: TEACHING PHILOSOPHY 1

Teaching Philosophy

MaryAnne Glasier

University of Saint Mary

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Teaching Philosophy

Education is so much more than just the definition from Websters Dictionary:

I. a: the action or process of educating or of being educated; also: a stage of such a

process b: the knowledge and development resulting from an educational process a

person of little education

II. the field of study that deals mainly with methods of teaching and learning in

schools ("Merriam-Webster," n.d., para. 1).

Education means pouring your heart and soul into facilitating ways, together with the

students to understand concepts, theories, and most importantly caring for patients, families, and

communities with passion, commitment, and competence that is based on evidence-based

practice and Dr. Roachs 5 Cs of caring; commitment, conscience, competence, compassion,

and confidence (Roach, 1992). Nursing as a profession is based on education, patients, families,

communities, and continued research. Research is core to competent care of patients, using

evidence-based studies, to encourage students to seek additional information to care for patients

and be committed to continued education. Being able to educate students in this caring art is a

true calling and requires a considerable commitment to helping the multi-diverse minds of

students to understand this level of compassion for others.

Another C I would like to add is critical, as in to think critically; learning not only the

discipline of nursing but the ways that a nurse should be able to think and reason. The nurse

needs to be able to ask questions, responding with clarity and precision, being able to interpret

the gathered information into logical, relevant conclusions or solutions. Being able to apply and

communicate these conclusions into relevant ways to care and possibly improve care for and

with patients (Paul & Elder, 2007).

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Students need to be shown that the most important part of nursing is remembering that

we are caring for patients; our decisions need to be what the patient deems most important to

them. This does not preclude us from educating patients on their disease process and healthy

choices, but ultimately the decisions are that of the patient. We may not agree with these

decisions, but all of our care is based on what the patient believes. It is our privilege to learn

about our patients and be conscience of their values, cultural, religious, and ethical beliefs to

understand them better and learn to be confident, compassionate human beings, treating all

patients as they wish to be treated.

I wholeheartedly believe I find my enthusiasm for nursing education within each student.

I will continue my passion and care for students as their achievements are my accomplishments;

for as a nursing instructor, there is no greater joy than encouraging and helping students to reach

their full potential. I will continue this level of devotion and commitment to my students, my

colleagues, and the institution for where I am engaged.

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References

Merriam-Webster. (n.d.). In Education . Retrieved from https://www.merriam-

webster.com/dictionary/education

Paul, R., & Elder, L. (2007). Consequential validity: Using assessment to drive instruction

[White Paper from the Foundation for Critical Thinkers]. Retrieved from

http://www.criticalthinking.org/data/pages/25/5d47996f9e66870c2e26307fc3feeb0a57d8

4a8f55f34.pdf

Roach, S. (1992). Attributes of professional caring. The human act of caring: A blueprint for the

health professions, 57-67. Retrieved from

https://engage.stmary.edu/learn/pluginfile.php/159359/mod_page/content/13/Roach_artic

le.pdf