Educating Nurses: A Call for Radical Transformation
October 2009, Jossey-Bass
"This book represents a call to arms, a call for nursing
educators and programs to step up in our preparation of nurses.
This book will incite controversy, wonderful debate, and dialogue
among nurses and others. It is a must-read for every nurse educator
and for every nurse that yearns for nursing to acknowledge and
reach for the real difference that nursing can make in safety and
quality in health care."
—Beverly Malone, chief executive officer, National League for Nursing
"This book describes specific steps that will enable a new
system to improve both nursing formation and patient care. It
provides a timely and essential element to health care
—David C. Leach, former executive director, Accreditation Council for Graduate Medical Education
"The ideas about caregiving developed here make a profoundly
philosophical and intellectually innovative contribution to
medicine as well as all healing professions, and to anyone
concerned with ethics. This groundbreaking work is both
paradigm-shifting and delightful to read."
—Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice
"This book is a landmark work in professional education! It is a
must-read for all practicing and aspiring nurse educators,
administrators, policy makers, and, yes, nursing students."
—Christine A. Tanner, senior editor, Journal of Nursing Education
"This work has profound implications for nurse executives and
—Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
PART ONE: Transformation, Crisis, and Opportunity.
1. A Profession Transformed.
2. Teaching and Learning in Clinical Situations.
3. Teaching and Learning in the Classroom and Skills Lab.
4. A New Approach to Nursing Education.
PART TWO: Teaching for a Sense of Salience.
5. Paradigm Case: Diane Pestolesi, Practitioner and Teacher.
6. Strategies for Teaching for a Sense of Salience.
PART THREE: Integrative Teaching for Clinical Imagination.
7. Paradigm Case: Lisa Day, Classroom and Clinical Instructor.
8. Developing a Clinical Imagination.
9. Connecting Classroom and Clinical Through Integrative Teaching and Learning.
PART FOUR: Teaching for Moral Imagination.
10. Paradigm Case: Sarah Shannon, Nurse Ethicist.
11. Being a Nurse.
12. Formation from a Critical Stance.
PART FIVE: A Call for Radical Transformation.
13. Improving Nursing Education at the Program Level.
Appendix: Methods for the Carnegie National Nursing Education Study.
Molly Sutphen is on the faculty at the University of California, San Francisco and codirector of ?The Carnegie Foundation's Study of Nursing Education. She is a historian who has published widely on nursing education and the history of international health.
Victoria Leonard is a former nurse educator in maternal child nursing and health policy. Currently, she is a family nurse practitioner and child care health consultant at the UCSF California Childcare Health Program.
Lisa Day is a former nurse educator in critical care, acute care nursing, and ethics. Currently, she is a clinical nurse specialist for neuroscience and critical care at UCSF Medical Center. She authors the ethics column for the American Journal of Critical Care.