Running Head: MY PHILOSOPHY OF TEACHING 1 My Personal Philosophy of Teaching Introduction Education is a continuous process that accompanies and goes through the whole life of man, where the role of the teacher is to help the student to do himself. So; education as a frames process is very complex, because it seeks nursing students to be realized as human beings, which implies stimulating their freedom and autonomy while respecting the other; Encouraging him to learn the culture to which they have come, awakening their ability to communicate, respect and internalize the values so that with freedom to reach, participate critically and innovatively in new cultural realizations. Part of my philosophy is to promote in my students the value and individual ability for self-realization through reasoning. My goal is to develop a critical, whole, and accomplished human being. To achieve my goal, I encourage my students to talk about their experiences and direct situations; since knowledge develops in an affective framework, of values; responds to the needs and interests of the student and therefore learning is developed from the perception of the student, in accordance with their experiences and experiences. As an educator, I know learning can only be made successful by both instructor and learners. Being an instructor, I will serve my role of making my student get the nursing context in which they can understand the motivation of decisions made by those nursing figures and they can critically evaluate those motivations as well as getting the real essence of actions taken when they synthesize the event themselves. I always want my learners to know that emotionally and intellectually their daily life is as the result of events which were created by normal human being like themselves whom maybe in their mind come across of implications or even foresee result of their actions. It is always my joy to make my learners understand that what they are currently learning is because of those events that have been developed by others and that have shaped the nursing career, to make sure they can handle consciously this event whenever they leave my classroom. My priority is to draw the picture of conversion between nursing and nursing actors those are being studied by my students. I make sure also dialog arising in the class as the reaction of my teaching is conducted in a mutual respect, tolerance of diversified opinions and safe atmosphere to make sure that any candid dialogs of most uncomfortable topics are discussed. Nursing has evolved over a long time and thus it is my desire that my students understand the various nursing contexts that have been carried on from time to time and which have shaped the nursing culture today. As an instructor, I use varied methods of teachings to ensure that discussions and interactions are encouraging and do not create monotonous feeling to my learners. One ...

1. Running Head: MY PHILOSOPHY OF TEACHING 1
My Personal Philosophy of Teaching
Introduction
Education is a continuous process that accompanies and goes
through the whole life of man, where the role of the teacher is
to help the student to do himself. So; education as a frames
process is very complex, because it seeks nursing students to be
realized as human beings, which implies stimulating their
freedom and autonomy while respecting the other; Encouraging
him to learn the culture to which they have come, awakening
their ability to communicate, respect and internalize the values
so that with freedom to reach, participate critically and
innovatively in new cultural realizations. Part of my philosophy
is to promote in my students the value and individual ability for
self-realization through reasoning.
My goal is to develop a critical, whole, and accomplished
human being. To achieve my goal, I encourage my students to

2. talk about their experiences and direct situations; since
knowledge develops in an affective framework, of values;
responds to the needs and interests of the student and therefore
learning is developed from the perception of the student, in
accordance with their experiences and experiences.
As an educator, I know learning can only be made successful by
both instructor and learners. Being an instructor, I will serve my
role of making my student get the nursing context in which they
can understand the motivation of decisions made by those
nursing figures and they can critically evaluate those
motivations as well as getting the real essence of actions taken
when they synthesize the event themselves. I always want my
learners to know that emotionally and intellectually their daily
life is as the result of events which were created by normal
human being like themselves whom maybe in their mind come
across of implications or even foresee result of their actions.
It is always my joy to make my learners understand that what
they are currently learning is because of those events that have
been developed by others and that have shaped the nursing
career, to make sure they can handle consciously this event
whenever they leave my classroom. My priority is to draw the
picture of conversion between nursing and nursing actors those
are being studied by my students. I make sure also dialog
arising in the class as the reaction of my teaching is conducted
in a mutual respect, tolerance of diversified opinions and safe
atmosphere to make sure that any candid dialogs of most
uncomfortable topics are discussed. Nursing has evolved over a
long time and thus it is my desire that my students understand
the various nursing contexts that have been carried on from time
to time and which have shaped the nursing culture today.
As an instructor, I use varied methods of teachings to ensure
that discussions and interactions are encouraging and do not
create monotonous feeling to my learners. One of the methods
that I use in classes is to request learners to prepare to play
roles, I also organize case studies where the learners get to
analyze various cases that require nursing principles and other

3. applications. This also ensures my students are encouraged to
be accountable for their own learning where they prepare their
own questions, empower class discussion and assisting some of
them to learn while preparing and presenting their short analysis
in their selected reading before our class reading starts or even
mutual work in case of research projects. In addition, they get a
feeling of the challenges and problems they are likely to come
through when in nursing career.
I also encourage my learners to engage in extensive writing
where I request quick-written answers to central quizzes which
in turn may develop discussion. I allow also my student to
interact with me in journal writing in relation to our learning
content. This helps me to know individual student capability
instead of depending on examinations and combination of a
huge number of formal papers (Wartenberg, 2003).
I realized that my beliefs as a teacher in the process of teaching
and learning are to foster positive learning, establish the strong
foundation of lifelong learning and trigger learning enthusiasm
of my students. I apply diverse strategies on basic educational
principles involving learning theory, cognitive and planning of
instructions and assessment. I widely use behavioral theories
principles to offer a vital influence based on intellectual
operations and memory system processes as discussed in the
theory.
My love of teaching and learning has widely developed because
of following the above-discussed principles. I have also realized
the benefits of sharing my passion for teaching while applying
principles of learning and teaching with empathy and
enthusiasm benefit my learners effectively which in turn
connect them to their passion and learning in their lifelong. In
our profession as Nurse educators, our mission is based on an
ethic of caring for other people, sometimes in a vulnerable
state, the responsibility of forming and recognizing the growth
of people who play a preponderant role in the society we dream
is palpable. Education not only has consequences on the lives of
people, but also on the future of societies and the destiny of

4. nations. “Educating the mind without educating the heart is no
education at all.” (Aristotle).
Conclusion
The philosophical foundations in the education and practice of
Nursing are aimed at training professionals who are aware of
what their profession means and how they should perform
ethically in their performance after graduates. The teaching
function is not only to transmit knowledge as it was
traditionally said or understood, but to encourage learning, that
is, to be the mediator between the object of learning and the
student so that he or she is able to construct his or her own
knowledge. For this purpose, as Nurse educators, we must
possess certain characteristics and attitudes that allow us to
achieve results oriented to the achievement of academic
excellence, that is, a teaching performance based on quality and
warmth in the educational institution where we work. In the
interaction between teachers and students, the use of standards
that are the result of agreements that seek quality of life and
development of the educational community is encouraged.
References
Edwards, A. (1996). A Writing Approach to Teaching
Philosophy. Teaching Philosophy, 19(2), 111-119.
http://dx.doi.org/10.5840/teachphil199619212
Goodreads. (2017). Quotes from Aristotle. Retrieved from
https://www.goodreads.com/quotes/95080-educating-the-mind-
without-educating-the-heart-is-no-education
Wartenberg, T. (2003). Teaching Philosophy by Teaching

5. Philosophy Teaching. Teaching Philosophy, 26(3), 283-297.
http://dx.doi.org/10.5840/teachphil200326327
Erin Dieguez
1 posts
Re:Topic 6 DQ 1
There are different aspects to look at when addressing the
evidenced based change of childhood obesity. When I have
spoken with my mentor about this issue, she thought this was a
great topic because it is growing so much and yet not being
tackled like it should be.
The financial aspect becomes more of the cost for the families
and the parents of the overweight children. According to DUKE,
the Global Health Institute, “Childhood obesity comes with an
estimated price tag of $19,000 per child when comparing
lifetime medical costs to those of a normal weight child,
according to an analysis led by researchers at the Duke Global
Health Institute and Duke-NUS Graduate Medical School in
Singapore. When multiplied by the number of obese 10-year-
olds in the United States, lifetime medical costs for this age
alone reach roughly $14 billion.” (Duke- Global Health
Institute, 2014) This doesn’t even begin to cover the cost the
individual will incur as the grow into adulthood and are now
dealing with lifelong issues such as diabetes and cardiovascular
disease. “Obesity is a known risk factor for a wide range of
diseases, including cardiovascular disease, type 2 diabetes and
certain cancers. Roughly one in three adults and one in five
children in the United States are obese, according to the Centers
for Disease Control and Prevention.” (Duke- Global Health
Institute, 2014)
When addressing the quality aspect, this is more about the
quality of life. How much quality of life would the individual
have if they are not able to play with their friends, or enjoy

6. special treats when they want to. Not to mention if they are
constantly taking medications for comorbidities that have
arisen, would dramatically decrease their quality of being a
child. On the other hand, if this is not addressed and the
comorbidities arise the quality of life will drop dramatically
until the issue is diagnosed and addressed.
The clinical part of this job is to do our due diligence and
research to find solutions and ideas to addressing the growing
problem and reach out to all communities again and again. I
know that when the children are going for their healthy
checkups this can be addressed by their pediatricians and also
information can be given to parents when the children enter
school age. Working together with all parts of the community
will strengthen our possibilities of educating our communities.
References
Duke- Global Health Institute. (2014, April 7). Over a Lifetime,
Childhood Obesity Costs $19,000 Per Child. Retrieved from
https://globalhealth.duke.edu/media/news/over-lifetime-
childhood-obesity-costs-19000-child
Sarita Sah
1 posts
Re:Topic 6 DQ 1
My capstone project is to identify the effective fall prevention
program that would prevent or reduce the fall rates in the
hospitals. Each year, 700,000 to between 1 million people falls
in the hospitals whereas 11,000 falls results in a fatality and 30-
35 % result in fall injury (Ferenc, 2014). Not only that, they
will stay longer in the hospital to receive treatment which
increases the costs and financial problems. This project will
hopefully help to prevent these statistics. I discussed this
project with mentor about some of the aspects that will be
considered and how it will be impact in patient care. My project

7. will directly impact my department financial budget because all
the staffs who works for the department will take education to
learn the new plan. Indirectly, if we implement this plan and it
works, then it will decrease the financial costs of the patients
who stays longer after the falls and save money for unnecessary
treatment that would associated with falls. “As of 2008, the
Centers for Medicare & Medicaid Services (CMS) does not
reimburse hospitals for certain types of traumatic injuries that
occur while a patient is in the hospital; many of these injuries
could occur after a fall” (Agency for Healthcare Research &
Quality, 2013). Clinically, this project will directly affect the
nurses process and identifications of fall risks and
interventions. Indirectly, this project will affect the clinical
practice because it will change the way we identify, and treat
may differently to reduce the fall rates. In quality aspects, if the
project helps to decrease the fall rates, it is a huge affect for our
department because this is a national quality goal. Indirectly, it
will also affect how my hospital is viewed on its quality
measures for patients.
Ferenc, J. (2014). Joint Commission targets solutions for fall
prevention. Health Facilities management. Retrieved from
https://www.hfmmagazine.com/articles/1334-joint-commission-
targets-solutions-for-fall-prevention
Agency for Healthcare Research & Quality. (2013). Preventing
falls in Hospitals. Retrieved from
https://www.ahrq.gov/professionals/systems/hospital/fallpxtoolk
it/fallpxtkover.html