View of Angela Barron McBride Introduction
Nursing education serves as the foundation for cultivating skilled, compassionate, and knowledgeable healthcare professionals who are essential to the well-being of communities. Among the distinguished educators in this field, Dr. Angela Barron McBride stands out for her extensive experience, innovative teaching methodologies, and unwavering commitment to advancing nursing education. As a Distinguished Professor and University Dean Emerita at Indiana University School of Nursing, Dr. McBride has significantly contributed to the development of nursing education through her teaching, research, and leadership roles. This comprehensive overview explores her professional journey, interests in teaching, challenges faced, rewarding experiences, and the invaluable advice she offers to fellow educators in the nursing profession.
Who Is Dr. Angela Barron McBride?
Dr. Angela Barron McBride is a highly respected figure in the realm of nursing education, renowned for her academic excellence and leadership. She earned her bachelor’s degree in nursing from Georgetown University, laying a strong foundation for her career in healthcare. Dr. McBride furthered her education by obtaining a master’s degree in psychiatric mental health nursing from Yale University, showcasing her dedication to specialized areas within nursing.
Pursuing her passion for academia, she achieved a Ph.D. in developmental psychology from Purdue University, integrating her clinical expertise with a deep understanding of psychological development. This interdisciplinary approach has enriched her teaching and research, allowing her to address complex issues in nursing education from multiple perspectives.
Throughout her illustrious career, Dr. McBride has authored four books and contributed to over forty others, cementing her reputation as a prolific writer and thought leader in nursing. Her work is extensively published in more than seventy professional journals and various popular magazines, reflecting her ability to communicate complex ideas to diverse audiences.
Dr. McBride’s outstanding contributions have been recognized through numerous accolades. She received the Distinguished Alumna Award from both Yale University and Purdue University, highlighting her exceptional achievements and impact in the field. Her peers honored her by electing her as a Fellow of the American Academy of Nursing and a Distinguished Practitioner of the National Academies of Practice in Nursing. Additionally, she was chosen as a National Kellogg Fellow, underscoring her leadership and influence in nursing education.
Her commitment to advancing nursing education is further demonstrated by the honorary doctorates she received from esteemed institutions, including the University of Cincinnati, Eastern Kentucky University, Georgetown University, Medical College of Ohio, University of Akron, and Purdue University. As an elected member of the National Academies of Practice in Nursing and a founding member of the American Holistic Nursing Association, Dr. McBride has played a pivotal role in shaping the future of nursing education and practice.
Beyond her academic and administrative roles, Dr. McBride served as the editor of the Journal of Holistic Nursing, where she facilitated the dissemination of research and best practices in holistic nursing. Her leadership and scholarly contributions have left an indelible mark on the nursing community, inspiring future generations of nursing educators and practitioners.
Professional Journey
Dr. Angela Barron McBride’s professional journey is a testament to her dedication, resilience, and passion for nursing education. Her career path exemplifies a seamless integration of clinical practice, higher education, and administrative leadership, underscoring her multifaceted expertise in the field of nursing.
Dr. McBride began her career in education by teaching English composition to undergraduate students. This initial foray into teaching provided her with foundational pedagogical skills and ignited her interest in the educational aspect of nursing. However, her true calling led her to transition from teaching English to focusing on nursing education, a decision driven by her intrinsic passion for nursing and her desire to impact the field through education.
Her career in teaching has been significantly shaped by outstanding mentors, comprehensive preparation in education and administration, and the ongoing challenge of balancing professional and personal life. These elements have collectively contributed to her growth as an educator and leader in nursing education.
Dr. McBride’s transition from teaching English to nursing education was influenced by her extensive experience in nursing administration. Rising through the ranks of nursing administration provided her with a deep understanding of the operational and managerial aspects of healthcare education. However, despite her administrative success, Dr. McBride felt a persistent desire to return to teaching, where she could directly influence the educational experiences of nursing students.
When her family decided to relocate, the move provided her with an opportunity to shift her career focus entirely to nursing education. Settling in Minnesota, Dr. McBride secured a position at the College of St. Scholastica (CSS) School of Nursing, marking the beginning of her dedicated career in nursing education. This move was not merely a geographical transition but a pivotal step towards fulfilling her long-held aspiration to educate and mentor future nursing professionals.
At CSS, Dr. McBride embraced her role as an educator with enthusiasm, despite initially lacking formal preparation in teaching nursing. Her administrative background and practical nursing experience, however, provided a solid foundation upon which she could build her educational methodologies. This period was characterized by hands-on learning, where she developed her teaching style through direct interaction with students and collaboration with fellow educators.
Throughout her career, Dr. McBride has demonstrated a commitment to fostering academic excellence and supporting the professional development of nursing faculty and students alike. Her journey reflects a balance of scholarly pursuits, teaching innovation, and administrative leadership, all aimed at enhancing the quality and effectiveness of nursing education.
Growing Interest in Teaching
Dr. McBride’s interest in teaching has been a consistent and evolving aspect of her professional life, rooted in her early experiences and nurtured by her academic and clinical engagements. Her journey into teaching was not a premeditated decision but rather a natural progression influenced by her passion for nursing and her desire to impart knowledge and skills to others.
During her high school years, Dr. McBride had a clear understanding of what constituted effective teaching, although it did not immediately occur to her that she would pursue a career in teaching. This changed when she received a scholarship offer to become an art teacher at a small college in Pennsylvania. Despite having no initial intention of pursuing a teaching career, she confidently declined the offer, asserting her commitment to becoming a nurse instead. This early interaction underscored her strong inclination towards nursing and her determination to pursue it over other teaching roles.
Upon enrolling at West Virginia University to pursue her bachelor’s degree, Dr. McBride found herself in the College of Arts and Sciences, where the program for registered nurses was housed. Her academic journey at the university reignited her love for literature, a passion she had nurtured since high school. Taking courses in both arts and sciences, including English, she graduated with a nursing degree complemented by an equivalent degree in English. This interdisciplinary education broadened her perspective, blending the analytical and creative aspects of both fields.
Her decision to pursue a master’s degree in English at Ohio State University further solidified her interest in teaching. During her master’s program, Dr. McBride was appointed as a Graduate Student Assistant (GSA), thrusting her into the role of a teacher overnight. This sudden responsibility was a trial by fire, as she had little formal preparation in teaching. Nevertheless, her dedication to her students and her proactive approach to learning how to teach effectively enabled her to navigate the challenges of this new role successfully.
Teaching freshman composition at Ohio State University was a demanding yet enriching experience. Dr. McBride taught three sections of freshman composition each term, facing thousands of students and managing diverse classroom dynamics. This hands-on teaching experience, although challenging, provided her with invaluable insights into effective teaching practices and student engagement. She quickly learned to adapt her teaching strategies to cater to different student personalities and learning styles, laying the groundwork for her future success as a nursing educator.
Despite the structured nature of the curriculum and the lack of formal pedagogical training, Dr. McBride sought guidance and support from experienced educators, including her husband, who was also a teacher. Their advice—such as maintaining a reserved demeanor in the initial weeks of teaching—helped her navigate the complexities of classroom management and student interaction. Over time, she developed a nuanced understanding of teaching methodologies, balancing structured lesson plans with the flexibility to adapt to the evolving needs of her students.
The rigorous demands of balancing graduate coursework, teaching responsibilities, and family life further honed Dr. McBride’s time management and organizational skills. Her ability to juggle multiple roles with grace and efficiency is a testament to her resilience and dedication to both her family and her career in education. These formative experiences not only shaped her teaching philosophy but also instilled in her a deep appreciation for the transformative power of education in shaping lives.
Readiness for Teaching
Dr. McBride’s readiness for teaching was cultivated through a combination of formal education, hands-on experience, and the influence of inspiring mentors. Her journey into teaching nursing education was marked by a deliberate effort to enhance her pedagogical skills and a commitment to scholarly excellence.
During her master’s program at Ohio State University, Dr. McBride encountered both structured and unstructured teaching environments. She enrolled in a three-credit curriculum course and participated in a teaching practicum, which provided her with foundational knowledge in educational theory and instructional strategies. Additionally, in her doctoral program, she took further courses in curriculum development and evaluation, where she developed a curriculum for nursing education and created instruments to assess teaching effectiveness.
These formal educational experiences were instrumental in shaping Dr. McBride’s teaching philosophy. She believed in the importance of integrating educational theory with practical teaching methods to create a dynamic and effective learning environment. Her coursework emphasized the significance of curriculum design, assessment methods, and the role of research in informing teaching practices, all of which are essential components of effective nursing education.
Beyond formal coursework, Dr. McBride’s readiness for teaching was significantly influenced by her interactions with esteemed mentors. One of the most impactful mentors in her career was Dr. Virginia Henderson, a pioneer in nursing theory and education. Dr. Henderson’s emphasis on holistic care and the integration of theory into practice deeply resonated with Dr. McBride, shaping her approach to nursing education and reinforcing the importance of academic scholarship.
Dr. McBride also benefitted from the supportive and collaborative environment at Indiana University School of Nursing, where she was hired to develop a doctoral program in psychiatric nursing. This role required her to design and implement a comprehensive curriculum that prepared students for advanced research and clinical practice. Her ability to develop and deliver high-quality doctoral courses was a testament to her readiness for teaching at the highest levels of nursing education.
Furthermore, Dr. McBride’s commitment to ongoing professional development ensured that she remained abreast of the latest trends and advancements in nursing education. By actively engaging in scholarly research, attending conferences, and participating in professional organizations, she continuously refined her teaching strategies and stayed informed about emerging best practices in the field. This dedication to lifelong learning and professional growth underscored her readiness to take on leadership roles and mentor the next generation of nursing educators.
In essence, Dr. McBride’s readiness for teaching was a culmination of her formal education, practical teaching experiences, and the mentorship of influential leaders in nursing education. This comprehensive preparation equipped her with the skills, knowledge, and confidence to excel as a nursing educator and academic leader.
Training for Teaching
Dr. McBride’s training for teaching was a multifaceted process that combined formal education, practical experience, and mentorship. Her journey into effective teaching was significantly influenced by her engagement with innovative pedagogical approaches and her collaboration with seasoned educators.
One of the pivotal moments in Dr. McBride’s training came during her collaboration with Nancy Diekelmann, a prominent figure in nursing education. After three years of teaching, Dr. McBride began exploring Heideggerian hermeneutics to study nursing education, a methodology that deeply engaged her in rethinking teaching and learning processes. Initially, she observed and co-taught classes with Dr. Diekelmann, which allowed her to learn by example and adapt new teaching strategies in real-time.
Together, they explored the application of narrative pedagogy in graduate nursing courses—a departure from traditional lecturing methods. This collaborative approach involved discussing potential class dynamics, anticipating student questions, and addressing concerns related to implementing narrative-based teaching. Dr. Diekelmann’s mentorship was instrumental in helping Dr. McBride navigate the challenges of adopting new pedagogical techniques. Their conversations focused not on the content itself but on the methodology of teaching, enabling Dr. McBride to develop a more nuanced and flexible teaching style.
Dr. McBride’s willingness to experiment with narrative pedagogy, despite having no prior experience with this teaching method, exemplifies her commitment to innovative education. By encouraging students to share their experiences and engage in reflective thinking, she fostered a more interactive and student-centered learning environment. This shift from a teacher-led to a learner-centered approach enhanced student engagement and promoted deeper understanding of nursing concepts.
The positive reinforcement and unwavering support from Dr. Diekelmann played a crucial role in Dr. McBride’s development as an educator. Dr. Diekelmann maintained a positive attitude, offering specific examples and constructive feedback on what worked and what didn’t in the classroom. This approach instilled in Dr. McBride a spirit of inquiry and a willingness to try new ideas, reinforcing the importance of adaptability and continuous improvement in teaching practices.
Through this mentorship, Dr. McBride learned the value of fostering an environment where both teacher and students learn and grow together. This reciprocal learning process not only enhanced her teaching effectiveness but also deepened her appreciation for the dynamic nature of education. The lessons learned during this period have continued to influence Dr. McBride’s teaching philosophy, emphasizing the importance of flexibility, student engagement, and reflective practice in nursing education.
Overall, Dr. McBride’s training for teaching was characterized by a blend of formal coursework, hands-on teaching experience, and meaningful mentorship. This comprehensive training equipped her with the skills and confidence to innovate and excel in her role as a nursing educator, allowing her to make significant contributions to the field of nursing education.
Developing as a Teacher
Dr. McBride’s development as a teacher is a testament to her dedication, adaptability, and commitment to lifelong learning. Her journey from a novice educator to a distinguished professor and dean reflects a continuous process of growth, self-reflection, and professional development.
In the early stages of her teaching career, Dr. McBride adhered strictly to traditional teaching methodologies. She constructed detailed lectures, meticulously planning every aspect of her classes to ensure that she remained on schedule and covered all necessary content. To manage her time effectively, she would time her lectures and practice them at home, using sticky notes to monitor her progress relative to her planned outline. This disciplined approach helped her maintain structure and control in the classroom, ensuring that she delivered comprehensive and organized lessons.
However, as Dr. McBride gained more experience and confidence in her teaching abilities, she began to recognize the limitations of a rigid, lecture-based approach. She observed that while structured lectures were effective in delivering content, they often lacked the dynamic engagement necessary to foster deep learning and critical thinking among students. This realization prompted her to experiment with more interactive and student-centered teaching methods.
One of the most significant changes in Dr. McBride’s teaching style was her decision to incorporate personal experiences and real-world examples into her lectures. By sharing her own experiences in caring for patients in various clinical situations, she was able to make the material more relatable and engaging for her students. This shift not only enhanced student interest but also demonstrated the practical application of theoretical concepts, bridging the gap between classroom learning and clinical practice.
As Dr. McBride became more comfortable with her teaching role, she gradually moved away from strict adherence to lecture notes, allowing herself to be more spontaneous and responsive to the needs of her students. This flexibility enabled her to engage in meaningful discussions, encourage student participation, and adapt her teaching strategies based on real-time feedback and classroom dynamics. By fostering an open and interactive learning environment, she empowered her students to take an active role in their education, promoting critical thinking and collaborative learning.
Dr. McBride also learned to embrace uncertainty and imperfection in the classroom. She realized that it was impossible to anticipate every student question or classroom scenario, and that allowing for flexibility and adaptability was crucial for effective teaching. This acceptance of uncertainty reduced her anxiety about classroom management and allowed her to focus more on facilitating learning rather than adhering strictly to a predetermined plan.
Furthermore, Dr. McBride recognized the value of leveraging students’ diverse experiences and perspectives to enrich the learning process. By encouraging students to share their own insights and relate course material to their personal and professional experiences, she fostered a more inclusive and engaging classroom environment. This approach not only enhanced student learning but also promoted a sense of community and mutual respect among classmates.
Dr. McBride’s evolution as a teacher also involved a deeper understanding of the importance of student-centered teaching. She began to view students as partners in the learning process, valuing their input and actively seeking their feedback to improve her teaching methods. This collaborative approach helped her tailor her instruction to better meet the needs and preferences of her students, enhancing the overall effectiveness of her teaching.
In summary, Dr. McBride’s development as a teacher is characterized by her willingness to innovate, adapt, and continuously improve her teaching practices. Her journey reflects a commitment to creating a dynamic and engaging learning environment, where students are empowered to take an active role in their education and develop the critical thinking skills necessary for success in the nursing profession.
Give Fifteen Credits of Doctoral Study
Dr. McBride’s dedication to academic excellence is exemplified in her meticulous approach to designing and implementing doctoral studies in nursing education. Her commitment to ensuring that doctoral students are thoroughly prepared for their dissertations and future careers is evident in the structured and comprehensive curriculum she developed.
After completing her own doctorate, Dr. McBride was hired at Indiana University School of Nursing to develop a doctoral program in psychiatric mental health nursing. Tasked with creating a robust curriculum, she designed a 15-credit doctoral study sequence that laid the groundwork for students to engage in high-quality dissertation research.
Dr. McBride’s primary objective in developing the 15-credit program was to ensure that no student would reach the dissertation stage unprepared. She emphasized the importance of a solid foundation in research methodologies, critical thinking, and scholarly writing, aiming to equip students with the skills necessary to conduct meaningful and impactful research in psychiatric mental health nursing.
The curriculum was thoughtfully structured to cover essential areas of nursing education and research. The first 3-credit course focused on the history of psychiatric mental health nursing, current trends, and broad conceptual frameworks. Dr. McBride believed that understanding the historical context and evolving trends in the field was crucial for students aspiring to be leaders in psychiatric mental health nursing. The course required students to critically review existing literature, helping them identify gaps and areas for further exploration in their dissertation research.
In the second 3-credit course, students were guided to define the phenomenon they intended to study, explore key concepts related to their research interests, and establish the theoretical underpinnings that would inform their dissertation work. This course encouraged students to delve deeper into their chosen topics, fostering a comprehensive understanding of the subject matter and its relevance to psychiatric mental health nursing.
The third 3-credit course built upon the foundations laid in the previous courses, requiring students to engage in a 6-credit internship. The internship had dual objectives: implementing and evaluating a nursing intervention and conducting pilot research for their dissertations. This hands-on experience provided students with practical insights into the application of research methodologies in real-world clinical settings. Navigating the clinical and research approval processes was an integral part of the internship, offering students valuable experience in managing research logistics and ethical considerations.
Dr. McBride’s dedication to academic rigor and student success ensured that by the end of the 15-credit program, students were well-prepared to embark on their dissertation projects. The comprehensive curriculum not only facilitated the development of research skills but also fostered a sense of scholarly responsibility and professional growth among doctoral students.
Moreover, Dr. McBride’s commitment to student success extended beyond curriculum design. She maintained a strong mentorship role, guiding students through the complexities of dissertation research and encouraging them to present their work at professional conferences and publish their findings. This emphasis on dissemination of research underscored the importance of contributing to the broader nursing knowledge base and enhancing the visibility of psychiatric mental health nursing as a vital specialty.
Dr. McBride’s approach to doctoral education reflects her unwavering commitment to academic excellence and her belief in the transformative power of education. By meticulously designing a comprehensive and supportive doctoral program, she has empowered countless nursing professionals to pursue advanced research and contribute meaningfully to the field of psychiatric mental health nursing.
Comfortable as a Teacher
Achieving a sense of comfort and confidence in her teaching role has been a gradual and evolving process for Dr. McBride. Early in her career, she grappled with balancing her responsibilities as a teacher, student, and mother, which initially contributed to feelings of uncertainty and self-doubt. However, through experience, reflection, and continuous professional development, she has cultivated a high level of comfort and effectiveness as an educator.
In her early teaching years at the Yale Psychiatric Institute, Dr. McBride faced the challenge of transitioning from a student to an instructor in a clinical setting. She recognized the importance of empowering students to take an active role in patient care, shifting the traditional model of instructors passively overseeing students to a more collaborative and hands-on approach. This shift required her to develop a new teaching style that emphasized student autonomy and critical thinking, fostering an environment where students could manage patients and utilize available resources to address clinical challenges.
Dr. McBride’s ability to adapt and refine her teaching methods was crucial in enhancing her comfort as a teacher. Her logical and problem-solving skills allowed her to navigate complex clinical situations and facilitate meaningful learning experiences for her students. This practical approach to teaching helped her build confidence in her ability to guide students through real-world nursing scenarios, reinforcing her effectiveness as an educator.
As she progressed in her academic career, Dr. McBride continued to develop her teaching comfort through various leadership roles and scholarly activities. Her tenure at Indiana University School of Nursing, where she developed and taught doctoral courses, further solidified her expertise and confidence in nursing education. Designing comprehensive curricula and mentoring doctoral students provided her with opportunities to refine her teaching strategies and engage in scholarly discourse, contributing to her comfort and proficiency as an educator.
Dr. McBride’s leadership roles, including her position as University Dean Emerita, required her to balance administrative responsibilities with teaching and research commitments. Despite the demanding nature of these roles, she maintained a strong connection to teaching, recognizing its importance in sustaining her moral authority and credibility as an academic leader. By continuing to teach courses and engage in scholarly activities, she ensured that her teaching skills remained sharp and relevant, allowing her to mentor and inspire both faculty and students effectively.
Today, Dr. McBride feels a high level of comfort in her teaching role, supported by her extensive experience, academic achievements, and the positive feedback she receives from students and colleagues alike.