Although nursing education today offers copious amounts of information geared to cognitive learning and test preparation, it does not adequately harness the affective intelligence of individual students - a quality that can greatly enrich the nursing profession by valuing the subjective parts of nursing. We have often stated that nursing is an “art” and a “science,” but what do we mean when we say “art”? When you had a faculty member who really impacted you during your nursing training, what was it that was so powerful for you? How did they connect to your inner self — your feelings, values, and inner awareness? I have been challenged and uplifted by these academic concerns for many years and have put them into a book that allows all educators to explore how we have become so literal and cognitive in our teaching. In addition, I offer an alternative that brings back the affective domain of teaching and give such faculty methods, resources, and risk to such teaching methods.

Faculty who are really effective in the classroom may be welcoming a taxonomy that allows them to better understand what it is they are doing to make such an impact on their students.  My latest text, Affective Teaching in Nursing: Connecting to Feelings, Values, and Inner Awareness, is a resource for understanding the importance of affective teaching - what it is and how to incorporate it into the classroom - and it provides a plentiful array of affective teaching pedagogy and references.

Drawing from the emotional and social intelligence movement, the text offers both new and traditional insights into the importance of linking intellectual and emotional intelligence in knowledge acquisition. It provides helpful strategies for nurse educators to enrich their teaching with affective teaching strategies, methods, and skills in the classroom, and describes successful models for creating an affective teaching infrastructure that will endure using proven support structures.

Designed for use in master's and doctoral programs in nursing and health care education, the book espouses a paradigm that is embraced by leaders in education and major institutions. Nursing education competencies expect that nursing education includes affective teaching methods, even if they are highly limited. It discusses the major themes which entrenched nursing educators into traditional teaching methods, and contrasts them with the theory, research, and practice underlying affective teaching in nursing.

The book follows the history of affective teaching from its inception in Bloom's Taxonomy to the present day. It addresses teaching infrastructure needs, affective teaching models, tools for measuring the results of affective teaching, the use of affective teaching in distance learning and at conferences, to include an international perspective. The text also identifies the risks and advantages of affective teaching, and how they have been addressed by a variety of nursing educators and encourages reflective practices that help students gain inner awareness. It will be a valuable addition to the teaching arsenal of nurse educators who wish to go beyond the objective domain of teaching to explore the enriching possibilities of subjective knowing.

Key Features:

  • Provides the most authoritative information available on affective teaching in nursing
  • Supports NLN's and AACN's nurse educator competencies to achieve desired outcomes in the cognitive, affective, and psychomotor areas of learning
  • Clarifies affective pedagogy, how to discuss it, and what it implies for teaching success
  • Addresses philosophy, taxonomy, teaching infrastructure needs, affective teaching models, and assessment tools
  • Covers the use of affective pedagogy with distance learning and at conferences