Philosophy of Pamela Ironside Introduction
Nursing education is a dynamic and vital component of the healthcare system, shaping the future of nursing professionals and, by extension, patient care. Among the esteemed educators in this field, Dr. Pamela Ironside stands out for her dedication, innovative teaching methodologies, and commitment to advancing nursing education. As an Assistant Professor of Nursing at the University of Wisconsin-Madison, Dr. Ironside has made significant contributions to nursing education through her teaching, research, and involvement in professional organizations. This comprehensive overview delves into her journey, interests, challenges, and the invaluable advice she offers to fellow educators in the nursing profession.
Who Is Pamela Ironside?
Dr. Pamela Ironside holds the position of Assistant Professor of Nursing at the University of Wisconsin-Madison. She boasts a robust educational background, having earned a Bachelor of Arts in Nursing from Luther College, a Master of Science in Nursing (MSN) from the University of Minnesota, and a Ph.D. from the University of Wisconsin-Madison. Her academic journey is further distinguished by her completion of a postdoctoral program at the University of Pennsylvania in Clinical Nursing Research.
In her academic role, Dr. Ironside teaches a diverse array of nursing education courses, including curriculum development, instructional strategies, and clinical education. Her expertise extends beyond teaching; her current research employs interpretive phenomenology to explore how new pedagogical approaches influence cognitive processes in both classroom and clinical settings. This research aims to reform nursing faculty practices and enhance the experiences of nursing doctoral students.
Dr. Ironside is actively involved in the broader nursing education community. She serves on the Board of Governors of the National League for Nursing (NLN) and has been an invited member of the NLN’s think tanks focusing on graduate preparation for the Nurse Educator role and standards for nursing education. Additionally, she was recently appointed as a site evaluator for the Commission on Collegiate Nursing Education, underscoring her expertise and leadership in the field.
Her scholarly contributions include serving as an associate editor for the book series Interpretive Studies in Healthcare and Human Sciences and editing Volume IV, titled Beyond Method: Philosophical Conversations in Healthcare Research and Scholarship. Dr. Ironside’s work is widely published in various healthcare and nursing journals, reflecting her commitment to advancing nursing education through research and scholarly discourse.
Journey to Education
Dr. Pamela Ironside’s transition into nursing education was a gradual and intentional process, shaped by her experiences in nursing administration and her innate passion for teaching. Her career path exemplifies a blend of administrative leadership and educational dedication, underscoring the multifaceted nature of nursing education roles.
Beginning her career in nursing administration, Dr. Ironside ascended through the ranks, gaining invaluable experience in managing nursing operations and staff development. However, alongside her administrative responsibilities, she harbored a strong desire to engage directly in teaching and mentoring nursing students. This dual interest led her to explore opportunities that would allow her to integrate her administrative skills with her passion for education.
Dr. Ironside’s approach to teaching is characterized by a non-structured, student-centered methodology. She believes in fostering an environment where students are actively involved in discussions and are encouraged to inquire deeply into the subject matter. By positioning students as partners in the learning process, she inspires a spirit of inquiry and critical thinking, essential qualities for effective nursing professionals.
Her journey to education also reflects a commitment to continuous learning and professional development. Recognizing the evolving nature of nursing education, Dr. Ironside sought to enhance her teaching capabilities through advanced education and research, ensuring that her instructional methods remain relevant and impactful.
Interest in Teaching
Dr. Ironside’s interest in teaching has been a consistent thread throughout her career, rooted in her early experiences and professional engagements. From the outset of her nursing career, she found herself naturally gravitating towards teaching roles, even before formally considering a career in education.
Upon completing her baccalaureate degree, Dr. Ironside worked in a surgical trauma and intensive care unit, a high-stakes environment that often involved interactions with nursing students during their observational experiences. Despite these interactions being primarily observational, she took the initiative to explain clinical procedures and link practical experiences to the theoretical knowledge students were acquiring in their programs. This proactive approach not only enhanced the students’ learning experiences but also ignited Dr. Ironside’s passion for teaching.
Her subsequent role as Assistant Head Nurse, where she was responsible for staff development and orientation, further solidified her affinity for teaching. In this position, she found immense satisfaction in educating and mentoring staff, continuously learning new aspects of nursing practice. This role was particularly delightful as it combined her administrative responsibilities with her love for teaching, reinforcing her desire to pursue a career in nursing education.
However, as Dr. Ironside advanced in her administrative career, she realized that her true passion lay in teaching. When her family decided to relocate for personal reasons, she seized the opportunity to transition into a more dedicated educational role at the College of St. Scholastica (CSS) School of Nursing in Minnesota. This move marked a significant shift from nursing administration to a focused career in nursing education, driven by her enduring interest in teaching and mentoring future nursing professionals.
Willingness for Teaching
Dr. Ironside’s willingness to embrace teaching, despite initial unpreparedness, underscores her resilience and commitment to professional growth. Transitioning from nursing administration to an educational role required her to navigate uncharted territory, yet her dedication to teaching propelled her forward.
When she first began teaching, Dr. Ironside was not formally prepared for the educational demands of the role. Her master’s degree was in nursing administration, and she had limited formal training in teaching methodologies. Fortunately, the institution where she began teaching was supportive, providing her with opportunities to observe experienced faculty members and collaborate with them in developing her first course.
At the College of St. Scholastica, new faculty members received interdisciplinary training on developing and writing exams, among other teaching skills. These workshops, conducted quarterly, equipped Dr. Ironside with the foundational skills necessary for effective teaching. Although this preparation was not part of a formal teaching curriculum, it provided her with essential tools to navigate her initial teaching responsibilities.
Recognizing the gaps in her educational background, Dr. Ironside pursued further academic qualifications, earning her doctorate from the University of Wisconsin-Madison. This advanced education allowed her to delve deeper into nursing education, enhancing her research capabilities and pedagogical strategies. Her doctoral studies were instrumental in shaping her approach to nursing education, emphasizing the importance of research-informed teaching practices and curriculum development.
Despite her initial successes at CSS, Dr. Ironside was aware of the vast landscape of nursing education and the continuous learning it required. This awareness motivated her to seek further education and training, ensuring that she could make meaningful contributions to the field and effectively prepare nursing students for the complexities of healthcare.
Training for Teaching
Dr. Ironside’s training for teaching was a blend of formal education, observational learning, and hands-on mentorship. Her journey reflects a proactive approach to developing teaching competencies, even in the absence of structured mentorship programs during her early career.
During her initial teaching tenure, Dr. Ironside lacked formal training in education, as her master’s degree was focused on nursing administration. However, the supportive environment at the College of St. Scholastica played a crucial role in her development as an educator. Spending an entire quarter with seasoned faculty members, she observed their teaching methods, engaged in discussions about instructional strategies, and collaborated on course planning. This immersive experience allowed her to glean practical insights into effective teaching practices, compensating for the absence of a formal teaching curriculum.
Additionally, interdisciplinary courses provided by CSS facilitated her development of essential teaching skills, particularly in exam development and curriculum design. These courses, although not exclusively focused on nursing education, equipped her with transferable skills applicable to her teaching role. Through these opportunities, Dr. Ironside began to build a foundation in educational methodologies, enhancing her ability to design and implement effective nursing education programs.
Her formal training intensified during her doctoral studies at the University of Wisconsin-Madison, where she focused on nursing education and research. Working with Nancy Diekelmann, Dr. Ironside engaged in innovative research using Heideggerian hermeneutics to study nursing education. This collaboration deepened her understanding of teaching and learning processes, encouraging her to adopt new pedagogical approaches.
Under Diekelmann’s mentorship, Dr. Ironside began teaching graduate courses using Narrative Pedagogy, a method she had not previously employed. This approach emphasized storytelling and personal narratives as tools for enhancing student engagement and learning. Through continuous dialogue and reflection with her mentor, Dr. Ironside navigated the challenges of implementing Narrative Pedagogy, gaining confidence in her ability to engage students in meaningful and interactive learning experiences.
One of the most impactful aspects of her training was the unwavering support and belief her mentor had in her capabilities. Diekelmann’s positive reinforcement and constructive feedback fostered Dr. Ironside’s growth as an educator, instilling in her the confidence to experiment with new teaching strategies and adapt to various classroom dynamics. This mentorship experience was instrumental in shaping Dr. Ironside’s teaching philosophy, emphasizing the importance of inquiry, adaptability, and student engagement in the learning process.
Developing as a Teacher
Dr. Ironside’s development as a teacher is a testament to her commitment to continuous improvement and adaptability. Her evolution from a structured, lecture-based teaching approach to a more interactive and student-centered methodology reflects her dedication to enhancing student learning experiences.
In the early stages of her teaching career, Dr. Ironside adhered to a traditional, lecture-focused approach. She meticulously planned her lectures, ensuring that each aspect of the class was pre-determined and time-managed. This structured method included timing her lectures, practicing them at home, and using sticky notes to monitor her progress during class. While this approach ensured comprehensive coverage of course content, it also limited spontaneous interactions and student engagement.
As Dr. Ironside gained more teaching experience, she began to recognize the benefits of a more flexible and interactive teaching style. She started incorporating personal experiences from her clinical practice into her lectures, enriching the learning material with real-world examples and case studies. This shift not only made her classes more engaging but also allowed students to see the practical applications of theoretical concepts, fostering a deeper
Subjects Taught in Early Career
During her tenure at Teachers College, Columbia University, Dr. Ironside taught a variety of courses that were foundational to her expertise in nursing education. These courses were instrumental in establishing her as a versatile and knowledgeable educator, capable of addressing the diverse needs of nursing students at different levels of their academic journey. The subjects she taught included:
- Community Health Nursing: This course focused on public health principles and practices, emphasizing the role of nurses in promoting community health and addressing public health challenges. Students learned about the social determinants of health, epidemiological methods, and strategies for community-based health interventions.
- Social and Epidemiological Concepts of Health and Illness: This course delved into the interplay between social factors and health outcomes. It explored how epidemiological concepts can be applied to understand patterns of health and illness within populations, equipping students with the skills to analyze and interpret health data in a social context.
- Long-Term Care: Addressing the needs of elderly and chronically ill populations, this course highlighted the importance of specialized nursing care in long-term care settings. Topics included geriatric nursing, chronic disease management, and the complexities of providing care in extended care facilities.
- Curriculum Development: This course provided students with the tools to design, implement, and evaluate nursing curricula. Emphasizing educational theory and instructional strategies, the course prepared students to create effective and evidence-based nursing education programs.
- Practicum for Student Teachers: This hands-on practicum allowed aspiring nursing educators to develop their teaching skills under the supervision of experienced faculty members. Students gained practical experience in classroom management, instructional delivery, and student assessment.
- Nursing History Dissertation Advising: In this role, Dr. Ironside guided doctoral students through their dissertations, helping them navigate research methodologies, literature reviews, and the articulation of their findings. This advising role was crucial in shaping the research competencies of future nursing educators.
These courses were foundational in establishing Dr. Ironside’s reputation as a dedicated and effective nursing educator. Despite the challenges of managing large class sizes and advising numerous doctoral students, she maintained high academic standards and fostered a supportive learning environment. Her ability to manage and excel in these varied teaching roles underscored her commitment to nursing education and her dedication to student success.
Level of Comfort as a Teacher
Achieving a sense of comfort and confidence in her teaching role was a gradual and evolving process for Dr. Ironside. Initially, as a young faculty member teaching experienced and older students, she felt significant pressure to cover extensive course content and maintain authority in the classroom. This period was marked by a struggle to balance the demands of teaching while managing her own academic and professional growth.
Over the course of four years, Dr. Ironside gained confidence by moving away from rigid adherence to lecture notes and embracing a more fluid and interactive teaching style. This shift allowed her to engage more authentically with students, fostering a collaborative learning environment where dialogue and mutual respect were paramount.
A pivotal moment in her journey to comfort was her transition to the University of Texas, where she spent 15 years. This period was characterized by substantial professional growth and the development of her unique teaching philosophy. The combination of age, maturity, and accumulated experience contributed to her enhanced comfort level, enabling her to teach with greater ease and flexibility.
Today, Dr. Ironside feels grounded and confident in her teaching role. Her ability to engage in meaningful dialogue with students, coupled with her adaptability to diverse learning environments, has significantly enhanced her effectiveness as an educator. This comfort allows her to focus on facilitating student learning and fostering an environment that encourages academic excellence and personal growth.
Challenges She Faced
Throughout her teaching career, Dr. Ironside has encountered a range of challenges that have tested her resilience and adaptability. These challenges have not only shaped her professional development but have also provided her with valuable insights into effective nursing education practices. Key challenges she has faced include:
- Balancing Multiple Roles: One of the most significant challenges Dr. Ironside has faced is managing the demands of teaching, research, and administrative responsibilities simultaneously. Balancing these roles requires effective time management, prioritization, and the ability to delegate tasks when necessary. The pressure to excel in each area without compromising on quality can be overwhelming, yet it is essential for maintaining professional excellence.
- Developing New Courses: Creating courses in emerging areas of nursing theory and practice posed considerable challenges. Without established frameworks or curricula, Dr. Ironside and her colleagues had to navigate the complexities of course design from scratch. This involved extensive research, collaboration, and iterative refinement to ensure that the courses met academic standards and addressed the evolving needs of the nursing profession.
- Transforming Clinical Specialists into Academicians: Transitioning clinical experts into academic roles was another significant challenge. Clinical specialists often bring a wealth of practical experience but may lack the academic mindset required for effective teaching and research. Dr. Ironside found it difficult to socialize these professionals into the academic environment, requiring a balance between leveraging their clinical expertise and fostering their academic development.
- Adapting to Institutional Changes: Moving from Teachers College to Villanova University presented challenges in influencing and leading educational programs within a new institutional context. Establishing herself as a leader and building a cohesive faculty team required strategic planning, effective communication, and the ability to navigate institutional dynamics. This transition necessitated adaptability and a proactive approach to shaping the future of the College of Nursing at Villanova.
- Managing Large Class Sizes and High Workloads: Teaching large classes and advising numerous doctoral students can be demanding. Dr. Ironside had to develop strategies to manage her time efficiently, provide individualized attention to students, and maintain high academic standards despite the increased workload.
- Integrating Research and Teaching: Balancing research activities with teaching responsibilities posed its own set of challenges. Dr. Ironside had to ensure that her research informed her teaching practices without detracting from her instructional responsibilities. This required meticulous planning and the ability to integrate scholarly insights into her curriculum effectively.
Despite these challenges, Dr. Ironside views them as opportunities for growth and self-improvement. Her ability to navigate these obstacles with resilience and determination has been instrumental in her development as a leading nursing educator.
Embarrassing Event
Even seasoned educators like Dr. Ironside encounter moments of embarrassment that serve as valuable learning experiences. One such incident occurred during a large lecture class when she was using an overhead projector. Due to an oversight, she consistently positioned the projector incorrectly, resulting in the projected image appearing on the ceiling rather than the intended screen. This technical mishap was brought to light during an end-of-year celebration when students performed skits. During one skit, the overhead projector malfunctioned once again, leading students to humorously remark, “What teacher is this?” This recurring issue became a lighthearted anecdote that Dr. Ironside often reflects on, serving as a reminder of the importance of preparation and technical proficiency in teaching.
Another memorable embarrassing moment occurred during one of her nursing education courses focused on student evaluations of faculty. Her master’s students, accustomed to lengthy and detailed evaluations, collectively wrote identical comments stating, “I wish she was taller.” When the student comments were compiled and reviewed, the repetitive feedback highlighted a humorous disconnect between her teaching presence and student perceptions. These instances, while initially mortifying, provided Dr. Ironside with valuable lessons in humility and the importance of understanding student feedback. They underscored the need for adaptability and the ability to maintain composure in the face of unexpected challenges, ultimately enhancing her effectiveness as an educator.
Rewards of Teaching
Despite the challenges, Dr. Ironside finds immense satisfaction and fulfillment in her teaching career. Several aspects of teaching provide her with significant rewards:
- Mentoring Doctoral Students: One of the most rewarding aspects of Dr. Ironside’s career is mentoring doctoral students through their research projects. Guiding students as they develop and publish their theory papers is a source of great pride. Celebrating the academic achievements of her students, such as the acceptance of their papers for publication, underscores the impact of her mentorship and dedication.
- Engaging with International Students: Dr. Ironside derives great satisfaction from working with international students. Her interest in diverse cultures and global healthcare challenges enhances her teaching experience and broadens the perspectives of her students. Collaborating with students from various countries allows her to contribute to international healthcare improvements and fosters a rich, multicultural learning environment.
- Developing Innovative Educational Programs: Creating and implementing innovative educational programs, such as web-based courses and post-master’s certificates, is highly fulfilling. These initiatives expand access to nursing education, accommodate the diverse needs of students, and demonstrate her commitment to educational innovation. By embracing new technologies and pedagogical approaches, Dr. Ironside ensures that her teaching remains relevant and impactful.
- Addressing Larger Social Issues: Dr. Ironside finds great satisfaction in connecting educational programs to broader social issues. For instance, developing nursing practices for Indonesian immigrants or addressing healthcare needs in underserved communities allows her to make meaningful contributions to societal well-being. This alignment of education with social impact exemplifies her dedication to using nursing education as a tool for positive change.
- Facilitating Student Development: Witnessing the growth and development of her students is a profound source of reward. Dr. Ironside enjoys seeing students build confidence in their intellectual abilities and begin to view themselves as nursing scholars. Helping students challenge underlying assumptions and create new possibilities in their thinking underscores the transformative power of education.
- Participating in Career Development Events: Engaging in career days and alumni panels fosters a supportive and dynamic educational environment. Encouraging alumni to share their diverse nursing roles inspires current students and highlights the myriad opportunities within the nursing profession. These events strengthen the sense of community and collaboration within the College of Nursing, further enhancing the educational experience.
Least Rewarding Aspects
While Dr. Ironside finds her career overwhelmingly rewarding, she acknowledges that certain aspects of teaching can be less fulfilling. However, she refrains from categorizing any part of her career as least rewarding, choosing instead to view challenges as opportunities for growth and improvement. One of the primary challenges she identifies is the persistent arguments and conflicts that arise regarding curriculum development and content placement. These disputes often stem from differing perspectives among faculty members about what should be included in the curriculum and how it should be structured.
Such disagreements can create tensions within the faculty, consuming significant time and energy without resulting in substantial changes. Dr. Ironside observes that these conflicts can hinder the collaborative and progressive nature of curriculum development, leading to frustration and inefficiency. Despite these challenges, she maintains a positive outlook, believing that perseverance and constructive dialogue can ultimately lead to resolutions that benefit the educational program.
Furthermore, managing large class sizes and advising numerous students can be demanding, though Dr. Ironside does not view these as inherently less rewarding. Instead, she recognizes that these responsibilities require effective time management and the ability to provide individualized attention to students, which can be challenging but are essential for maintaining high academic standards.
Overall, while certain aspects of teaching present challenges, Dr. Ironside approaches them with resilience and a commitment to fostering a positive and effective learning environment.
Maintaining Excellence
Maintaining excellence in teaching is an ongoing endeavor that requires dedication, adaptability, and a commitment to continuous improvement. Dr. Ironside employs several strategies to ensure that her teaching remains exemplary and effective:
- Listening to Students: Dr. Ironside prioritizes active listening to her students, valuing their feedback and insights. By genuinely hearing what students have to say about her teaching methods and course content, she can identify areas for improvement and make necessary adjustments. This responsiveness helps her create a more engaging and supportive learning environment.
- Continuing Education: Committed to lifelong learning, Dr. Ironside regularly engages in continuing education courses. By placing herself in the role of a learner, she stays abreast of the latest developments in teaching methodologies and nursing education. This proactive approach ensures that her instructional techniques remain current and effective.
- Staying Informed Through Research: Dr. Ironside actively conducts research in teaching and learning, which informs her teaching practices. By exploring new ideas and evaluating the effectiveness of different pedagogical approaches, she can integrate evidence-based strategies into her courses, enhancing the quality of education she provides.
- Experimenting with New Techniques: Embracing innovation, Dr. Ironside frequently tries out new teaching methods and technologies. Whether it’s incorporating interactive simulations, utilizing online platforms, or experimenting with different forms of student engagement, she is always seeking ways to enrich the educational experience.
- Reflective Practice: Dr. Ironside engages in reflective practice, regularly assessing her teaching methods and outcomes. By reflecting on what works well and what needs improvement, she can refine her instructional strategies and ensure that her teaching remains effective and impactful.
- Collaborative Learning: Encouraging a collaborative learning environment, Dr. Ironside fosters teamwork and peer learning among her students. By facilitating discussions, group projects, and collaborative research, she enhances the collective learning experience and promotes critical thinking and problem-solving skills.
- Incorporating Student Feedback: Actively seeking and incorporating feedback from students allows Dr. Ironside to tailor her teaching to better meet their needs. This feedback loop ensures that her courses remain relevant, engaging, and responsive to the evolving educational landscape.
- Balancing Theory and Practice: Dr. Ironside maintains a strong connection between theoretical knowledge and practical application. By integrating real-world examples and clinical experiences into her teaching, she bridges the gap between academia and practice, providing students with a comprehensive understanding of nursing concepts.
Through these strategies, Dr. Ironside ensures that her teaching remains dynamic, relevant, and of the highest quality. Her commitment to excellence not only enhances her own professional development but also significantly benefits her students, preparing them to become competent and compassionate nursing professionals.
Advice for Teachers
Drawing from her extensive experience and dedication to nursing education, Dr. Ironside offers the following advice to aspiring and current nursing educators:
- See Students as Partners in Learning: Dr. Ironside emphasizes the importance of viewing students as active partners in the learning process. By fostering a collaborative and interactive learning environment, educators can engage students more effectively and encourage deeper understanding.
- Pay Attention to Student Experiences: Understanding how students experience the course is crucial. By being attuned to their needs, challenges, and feedback, educators can tailor their teaching methods to better support student learning and development.
- Engage in Every Assignment: Dr. Ironside advises teachers to participate in every assignment they ask students to complete. By experiencing the assignments firsthand, educators can gain valuable insights into their effectiveness and make necessary adjustments to enhance their educational impact.
- Gain Insight into Effective Practices: Through active engagement with course assignments and student feedback, teachers can identify which practices are compelling and which may need modification. This reflective approach helps educators refine their teaching strategies for maximum effectiveness.
- Communicate with Students: Maintaining open lines of communication with students is essential. Dr. Ironside encourages teachers to talk frequently with students, addressing their concerns, clarifying misunderstandings, and fostering a supportive learning environment.
- Encourage Creativity and Initiative: Dr. Ironside believes in empowering students to go beyond expectations and explore creative solutions. By encouraging students to take initiative and think outside the box, educators can cultivate innovative thinking and problem-solving skills.
- Emphasize the Importance of Research: Recognizing the critical role of research in nursing education, Dr. Ironside advises teachers to integrate research into their teaching practices. Engaging in research-informed teaching enhances the quality of education and contributes to the advancement of the field.
- Develop Confidence: Building confidence is essential for effective teaching. Dr. Ironside encourages educators to embrace challenges, seek professional development opportunities, and continuously strive for improvement to build their confidence in the classroom.
- Create a Support System: Establishing a network of mentors and colleagues provides valuable support and guidance. Dr. Ironside advises teachers to seek out mentors who can offer insights, share experiences, and provide constructive feedback to aid in their professional growth.
- Be Adaptable and Flexible: The educational landscape is constantly evolving, and adaptability is key to navigating these changes. Dr. Ironside urges teachers to remain flexible in their teaching approaches, embracing new technologies and methodologies to enhance student learning.
- Foster Reflective Practice: Engaging in reflective practice allows educators to assess their teaching methods, identify areas for improvement, and implement changes that enhance their effectiveness. Dr. Ironside encourages teachers to regularly reflect on their experiences and seek opportunities for professional development.
- Integrate Theory and Practice: Bridging the gap between theoretical knowledge and practical application enriches the learning experience. Dr. Ironside advises teachers to incorporate real-world examples and clinical experiences into their teaching to provide students with a comprehensive understanding of nursing concepts.
By adhering to these principles, nursing educators can enhance their teaching practices, foster meaningful learning experiences, and contribute to the advancement of nursing education and healthcare.
Conclusion
Dr. Pamela Ironside embodies the qualities of a dedicated and innovative nursing educator. Her journey from nursing administration to academia highlights her commitment to advancing nursing education through teaching, research, and leadership.