Educating Nurses: A Call for Radical Transformation by Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day,

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By Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day, Lee S. Shulman

Because the final nationwide nursing schooling research 40 years in the past, profound alterations in technology, know-how, sufferer activism, the market-driven wellbeing and fitness care atmosphere, and the character of nursing perform have all notably remodeled nursing schooling. Educating Nurses, a part of the instruction for the Professions sequence from the Carnegie beginning for the development of educating, explores key matters for the way forward for the sphere in addition to concepts for progressive alterations for directors and college in nursing colleges and courses.

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As faculty retire, nursing schools are losing some of their most experienced teachers and face the challenge of finding and mentoring new faculty. First, it will be a challenge to retain these new teachers; in most parts of the country, they can earn higher salaries in practice. Second, although those new to teaching often bring enthusiasm and up-to-date clinical knowledge, few graduating with a master’s or doctoral degree have had any preparation for teaching. Faculty and administrators of graduate nursing programs have focused most of their attention for the past thirty years on developing nursing research.

Also many colleagues at AACN and NLN, in particular Dr. Beverly Malone and Dr. Kathy Kauffman, Dr. Pamela Ironside, and Dr. Terry Valiga at NLN; Dr. Polly Bednash, and AACN board members who reviewed the study early and late. Dr. Ellen Wert, a gifted developmental editor, worked on all the Carnegie Studies of professional education and brought out insights and continuities among the studies at the final writing stages. Thank you, Ellen, for helping us make this research report more accessible and instructive!

It holds up a mirror to the field and, while applauding it for its superb accomplishments in the face of many barriers, it also is unambiguously critical of the status quo and quite specific about what remains to be done. As such, it is a worthy addition to the lineage of critical Carnegie studies, going back to Abraham Flexner’s 1910 report on medical education a century ago up to the studies on law, the clergy, and engineering published recently. I applaud Patricia Benner, Molly Sutphen, Victoria Leonard, Lisa Day, and Carnegie’s entire staff for the professions programs for this superb contribution.

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