Nursing Educational Concept of May L Wykle Who Is May L. Wykle
May L. Wykle serves as the Dean and Florence Cellar Professor of Nursing at the Frances Payne Bolton School of Nursing, Case Western Reserve University. She is a distinguished leader in the field of nursing education, having earned her Bachelor of Science in Nursing (BSN) from Martins Ferry Hospital School of Nursing. Dr. Wykle further advanced her education by obtaining a Master of Science in Nursing (MSN) and a Nurse Doctorate (ND) from Case Western Reserve University.
Dr. Wykle is recognized as a Fellow in both the American Academy of Nursing and the Gerontological Society of America, underscoring her significant contributions to nursing and gerontology. She has also served as the past president of Sigma Theta Tau International (STTI), highlighting her leadership within the global nursing community.
Throughout her career, Dr. Wykle has initiated and led numerous educational programs internationally. She has held the position of Visiting Lecturer in the Department of Nursing Science at the University of Zimbabwe, where she contributed to the development of nursing education in a global context.
Dr. Wykle’s dedication to nursing education has been acknowledged through numerous honors and awards. Notably, she received the Gerontological Nursing Research Award from the Gerontological Society of America and the Outstanding Researcher Award from the Ohio Research Council on Aging. Additionally, she was honored with the Lifetime Achievement Award from the National Black Nurses Association and the STTI Elizabeth Russell Belford Founder’s Award for Excellence in Nursing Education.
Her scholarly contributions are extensive, including the co-editing of eight books, one of which focuses on student development in nursing education. These publications have become essential resources for nursing educators, shaping the landscape of nursing education and practice.
Professional Background
Dr. Wykle’s professional journey is marked by a rich blend of clinical practice, academic leadership, and scholarly research. Her extensive experience in psychiatric and geriatric nursing has profoundly influenced her teaching expertise and educational philosophy.
Early in her career, Dr. Wykle coauthored a foundational text with colleagues in the School of Education, demonstrating her commitment to advancing nursing education. Her ability to infuse humor into the classroom, coupled with her knack for drawing on life experiences, has made her a beloved figure among students and colleagues alike. Dr. Wykle’s unique teaching style emphasizes the use of real-life associations and experiences to highlight opportunities for learning and professional growth.
Interest In Teaching
Dr. Wykle’s passion for teaching was ignited during her tenure as a head nurse in a psychiatric institute. She found immense satisfaction in educating nursing assistants, who bore significant responsibilities such as administering medications and conducting patient assessments without always having the necessary educational background. Recognizing their crucial role, Dr. Wykle initiated training programs to equip these assistants with the essential knowledge and skills they needed to perform their duties effectively.
Simultaneously, Dr. Wykle was involved in teaching nursing students who were assigned to clinical units. Unlike the traditional approach where head nurses solely managed clinical teaching, Dr. Wykle took a more hands-on role. She not only assigned tasks and provided supervision but also engaged in pre- and post-conference discussions with students. This comprehensive approach to teaching fostered a deeper understanding and connection between the students and their clinical experiences.
Driven by her enthusiasm for teaching, Dr. Wykle decided to pursue further education to enhance her teaching capabilities. This decision marked the beginning of her formal journey into nursing education, setting the stage for her future contributions to the field.
Willingness For Teaching
Dr. Wykle’s willingness to embrace teaching was bolstered by both formal and informal preparations. During her master’s program in psychiatric nursing, she received some structured training that laid the groundwork for her teaching career. However, her true transformation into an educator occurred after several years of teaching at the university level, prompting her to return to academia for a PhD in Higher Education.
Pursuing a doctoral degree opened up new avenues of understanding regarding learning theories, student behaviors, and effective teaching methodologies. Dr. Wykle found the exploration of these theories exhilarating, as they provided a deeper insight into the classroom dynamics and the factors influencing student learning and motivation.
Her formal education equipped her with advanced pedagogical strategies that emphasized student readiness to learn and adapt. This understanding shifted her focus from merely delivering content to creating an engaging and supportive learning environment. Dr. Wykle discovered innovative ways to facilitate learning, such as combining visual and auditory inputs and promoting peer-to-peer teaching. She found that when students took responsibility for teaching each other, they not only reinforced their own knowledge but also developed essential collaborative skills.
Dr. Wykle also recognized the effectiveness of seminar-based learning, particularly for graduate students. Seminars encouraged active participation and critical thinking, allowing students to delve deeper into subject matter and apply theoretical concepts to real-world scenarios. This realization underscored the importance of interactive and student-centered teaching approaches in fostering meaningful learning experiences.
Preparation For Teaching
Dr. Wykle’s preparation for teaching was significantly influenced by her mentors and hands-on experiences. While working at the Cleveland Psychiatric Institute (CPI), she was mentored by Helen Kreigh, the Director of Nursing Education. Under Kreigh’s guidance, Dr. Wykle was introduced to advanced teaching methodologies and the importance of continuous improvement in teaching practices.
She was further mentored by Dorothy Mereness, who emphasized the importance of thorough preparation and reflective practice. Dr. Wykle recalls presenting a teaching outline to Mereness, who provided constructive feedback, encouraging her to strive for excellence and never settle for mediocrity. This mentorship instilled in Dr. Wykle a commitment to perpetual growth and the pursuit of higher standards in teaching.
During her time at CPI, Dr. Wykle also pursued a bachelor’s degree in nursing at Case Western Reserve University. She enjoyed her classes and admired the teaching styles of her instructors, which inspired her to seek a position as an Instructor of Nursing at CPI. This role allowed her to engage with nursing students from 11 affiliated schools, providing a diverse and enriching teaching environment.
As she advanced to the position of Director of Nursing Education at CPI, Dr. Wykle assumed responsibility for all educational programs. This expanded role required her to participate in state and national nursing education evaluations, further honing her teaching and evaluative skills. The experience of managing both didactic and clinical teaching reinforced her belief in the importance of integrating theoretical knowledge with practical application.
Driven by her passion for teaching, Dr. Wykle returned to graduate school to earn a master’s degree in psychiatric mental nursing. This advanced education focused on the educational process, particularly the application of Hildegard Peplau’s relationship nursing model, which emphasizes the therapeutic relationship between nurse and patient. Peplau’s philosophy resonated with Dr. Wykle, reinforcing her belief in the importance of relationship-based teaching and learning in nursing education.
Throughout her career, Dr. Wykle has consistently sought opportunities to enhance her teaching skills. She has participated in seminars, workshops, and professional development courses that have equipped her with the latest pedagogical techniques and strategies. This dedication to professional growth has been instrumental in shaping her as an effective and compassionate educator.
Development As A Teacher
Dr. Wykle’s evolution as a teacher is characterized by a shift from traditional lecturing to more interactive and student-centered approaches. Her participation in the University Center for Innovation in Teaching and Education (UCITE) played a pivotal role in this transformation. At UCITE’s spring celebration, she attended lectures by renowned educational theorists who challenged the conventional “charismatic demonstrator” model of teaching. This model, where teachers showcase their expertise through dynamic lectures, was contrasted with more effective teaching methods that prioritize student engagement and active learning.
Inspired by these insights, Dr. Wykle began to adopt constructive teaching principles, focusing on facilitating student learning rather than merely demonstrating her own knowledge. She started to incorporate various teaching techniques that promoted critical thinking, problem-solving, and collaborative learning. By integrating these principles into her teaching practice, Dr. Wykle developed a comprehensive repertoire of strategies designed to meet the diverse needs of her students.
Dr. Wykle’s goal has always been to ensure that students not only understand basic nursing principles but also can apply them in various clinical situations. From the very first interaction with her students, whether online or in-person, she emphasizes the value each student brings to the learning environment. She spends significant time establishing rapport and encouraging students to share their unique perspectives and experiences, fostering an inclusive and dynamic classroom atmosphere.
In large seminars, Dr. Wykle dedicates extensive time to introductions and interactive discussions, helping students quickly engage with the course material and each other. This approach not only facilitates immediate involvement but also sets the tone for an interactive and participatory learning experience throughout the course.
Dr. Wykle’s commitment to continuous improvement is evident in her ongoing efforts to refine her teaching methods. She regularly seeks feedback from students and peers, using this input to make informed adjustments to her courses. Her dedication to creating a supportive and stimulating learning environment ensures that her teaching remains relevant, effective, and impactful.
Comfortable As a Teacher
Dr. Wykle achieved a sense of comfort in her teaching roles after approximately three years, following her formal education and extensive practical experience. This comfort was rooted in her prior informal teaching experiences, such as educating nursing assistants and patients, which provided her with a strong foundation in teaching dynamics and student engagement.
At CPI, where she was responsible for teaching nursing students from multiple affiliated schools, Dr. Wykle seamlessly integrated didactic and clinical teaching. This comprehensive approach allowed her to address various aspects of nursing education, from theoretical knowledge to practical skills. Her ability to balance these elements effectively contributed to her growing confidence and comfort in her teaching role.
Dr. Wykle believes that student enthusiasm is a critical factor in a teacher’s comfort and effectiveness. Engaged and enthusiastic students create a positive feedback loop, enhancing the teacher’s enjoyment and commitment to teaching. She actively encourages students to ask questions and participate in discussions, fostering an environment where curiosity and learning thrive.
One of Dr. Wykle’s key strategies for creating a comfortable and engaging classroom environment is the use of humor. She believes that humor is essential for relieving tension and making learning enjoyable. By incorporating
storytelling and relatable anecdotes into her lectures, Dr. Wykle transforms complex nursing concepts into accessible and memorable lessons. Her ability to weave parables and stories into her teaching not only captivates her students but also helps them retain and apply the information more effectively.
Dr. Wykle also values the importance of feedback in the teaching process. She encourages students to provide constructive feedback and engages in reflective practice to continually enhance her teaching methods. By being open to criticism and willing to adapt, she ensures that her teaching remains responsive to the evolving needs of her students.
Her mentorship under Gerald Kaplan has further refined her approach to understanding and connecting with students. Kaplan’s concept of “theme interference”—the idea that teachers’ preconceived attitudes or stereotypes about students can hinder effective teacher-student relationships—has deeply influenced Dr. Wykle. She strives to remain aware of her own biases and to foster an inclusive and respectful classroom environment where all students feel valued and understood.
Overall, Dr. Wykle’s comfort as a teacher is a testament to her dedication, adaptability, and continuous pursuit of excellence in nursing education. Her ability to create a supportive, engaging, and dynamic learning environment ensures that her students not only learn but also thrive in their academic and professional pursuits.
Challenges
Throughout her teaching career, Dr. Wykle has encountered several significant challenges that have tested her resilience and adaptability. One of the foremost challenges she faced was being an African American teacher in a predominantly non-African American educational setting. Growing up during an era when bias was legally sanctioned and cultural differences were often exaggerated, Dr. Wykle had to navigate and address these issues within her teaching environment.
Developing cultural competence among her students was a critical aspect of her role. While the term “cultural competence” may not have been widely recognized at the time, Dr. Wykle understood the importance of helping students overcome stereotypes and biases. She emphasized the relationship between culture and illness, highlighting how cultural perceptions can influence health promotion and patient care. By fostering an environment of cultural sensitivity, Dr. Wykle aimed to prepare her students to provide empathetic and effective care to diverse patient populations.
Her experiences in a psychiatric setting further deepened her appreciation for mental illness and the importance of understanding patient behavior within the context of their mental health status. This perspective was invaluable in teaching her students to approach patient care with empathy and an open mind, rather than making assumptions based on preconceived notions.
Another significant challenge Dr. Wykle faced was bringing together faculty, staff, and students to collaboratively address educational issues. Bridging gaps between different groups required her to employ her knowledge of group processes effectively. She facilitated discussions that encouraged everyone to express their viewpoints, focusing on the core issues at hand rather than individual biases or personal opinions. This approach helped to create a more cohesive and cooperative educational community.
Dr. Wykle also encountered difficulties in implementing effective feedback mechanisms within her seminars and courses. She recognized that traditional course evaluations often failed to capture the nuances of the teaching-learning process. To address this, she advocated for a more structured and continuous feedback system, where students could evaluate each other’s contributions and provide insights into what was working well and what needed improvement. This method not only enhanced the learning experience but also promoted a culture of continuous improvement and mutual respect.
Additionally, Dr. Wykle has had to navigate the complexities of integrating theoretical knowledge with practical application. Ensuring that students can apply what they learn in the classroom to real-world clinical settings remains an ongoing challenge. She strives to create learning experiences that are both academically rigorous and clinically relevant, helping students bridge the gap between theory and practice.
Despite these challenges, Dr. Wykle remains committed to her role as an educator. She believes that overcoming these obstacles is essential for the growth and development of her students and for advancing the field of nursing education. Her ability to address and navigate these challenges demonstrates her resilience, leadership, and unwavering dedication to fostering a supportive and effective learning environment.
Embarrassing Moments
Even the most seasoned educators experience embarrassing moments that serve as valuable learning experiences. Dr. Wykle is no exception. One particularly memorable incident occurred during her early years as a nursing instructor when she was leading a seminar with a group of students. Exhausted from a long day of teaching and overseeing clinical activities, Dr. Wykle found herself momentarily overwhelmed and inadvertently nodded off during a student presentation.
A perceptive student noticed her momentary lapse and asked a pointed question, assuming she was asleep. Dr. Wykle quickly regained her composure and responded, but the situation left her feeling embarrassed. Reflecting on this moment, she realized the importance of maintaining engagement and managing fatigue to ensure that she could be fully present and attentive during all teaching activities.
This experience highlighted the need for balance and self-care, even in the demanding role of an educator. It reinforced her commitment to staying alert and engaged, ensuring that her students always receive the full attention and support they deserve.
Additionally, Dr. Wykle has encountered embarrassing moments related to her early teaching days in a highly structured diploma school. The intense focus on clinical procedures and the high-stakes environment often led to heightened anxiety among students, which occasionally manifested in unintentional mishaps. For instance, she remembers instances where students struggled with procedural tasks under supervision, leading to awkward or humorous situations in the classroom.
These experiences taught Dr. Wykle the value of humor and empathy in teaching. She learned to use humor strategically to alleviate tension and create a more relaxed and conducive learning environment. By sharing relatable stories and lighthearted anecdotes, she was able to connect with her students on a personal level, making learning more enjoyable and less stressful.
Moreover, Dr. Wykle recognized the importance of addressing mistakes openly and constructively. By acknowledging her own errors and using them as teaching moments, she fostered a culture of transparency and continuous improvement in her classroom. This approach not only humanized her but also encouraged her students to embrace their own mistakes as opportunities for growth and learning.
Overall, these embarrassing moments served as crucial turning points in Dr. Wykle’s teaching career. They underscored the importance of maintaining professionalism, managing stress, and fostering a supportive and humorous classroom environment. These lessons have significantly shaped her approach to teaching, making her a more effective and compassionate educator.
Rewarding Aspects of Teaching
Teaching is inherently rewarding, offering educators the opportunity to shape the next generation of professionals and make a lasting impact on their lives. For Dr. Wykle, the most rewarding aspects of her teaching career stem from witnessing her students’ growth and development.
One of the earliest rewarding experiences for Dr. Wykle was teaching nursing students from the 11 affiliated schools at the Cleveland Psychiatric Institute (CPI). Over the three-month affiliation period, she observed significant changes in her students’ knowledge, skills, and professional attitudes. This transformation was particularly evident in their ability to develop therapeutic nurse-patient relationships, a fundamental aspect of nursing practice. Seeing students evolve from novices to competent practitioners reinforced her belief in the power of effective teaching and mentorship.
Dr. Wykle also finds immense satisfaction in teaching interdisciplinary courses that bridge nursing with other fields, such as law. Teaching law students about nursing principles and healthcare policies has been particularly fulfilling, as it allows her to impart nursing knowledge to individuals who may not have a direct background in the field. These interdisciplinary interactions enrich the learning experience for both her nursing students and the law students, fostering a more holistic understanding of healthcare and its legal implications.
Another significant source of reward for Dr. Wykle is witnessing her students’ enthusiasm and motivation. She values teaching students who are self-selected and genuinely interested in the subject matter. These motivated students are eager to learn and engage deeply with the material, making the teaching experience more enjoyable and effective. Their dedication and commitment to their studies inspire Dr. Wykle and reaffirm her passion for teaching.
Dr. Wykle also takes pride in her role as a mentor to young faculty members. Guiding new educators, helping them navigate the challenges of teaching, and supporting their professional growth is a deeply fulfilling aspect of her career. By fostering a supportive and collaborative environment, she helps her colleagues develop their own teaching philosophies and methodologies, contributing to the overall excellence of the nursing education program.
Additionally, Dr. Wykle finds rewarding the opportunity to integrate her extensive research on student learning, expertise development, and clinical judgment into the curriculum. Utilizing technology to enhance teaching methods allows her to create more interactive and engaging learning experiences for her students. The successful admission of students into new consortium programs further underscores the effectiveness of her curriculum redesign efforts and highlights the positive outcomes of her innovative teaching approaches.
Overall, the most rewarding aspects of Dr. Wykle’s teaching career are rooted in the positive transformations she observes in her students, the interdisciplinary collaborations she engages in, and the mentorship roles she undertakes. These experiences not only validate her efforts but also motivate her to continue striving for excellence in nursing education.
Least Rewarding Aspects
Despite the numerous rewards, teaching also presents its own set of challenges and less gratifying moments. For Dr. Wykle, the least rewarding aspects of her teaching career have primarily involved dealing with unengaged or disinterested students.
One particularly challenging period occurred when Dr. Wykle was responsible for teaching women’s health to three different groups of students: advanced practice students, beginning undergraduate students, and other specialized cohorts. These students were often highly anxious and focused intensely on acquiring minute details about diagnoses, tests, and medications. Dr. Wykle’s teaching philosophy, which emphasizes broader principles and critical thinking over rote memorization, sometimes clashed with the students’ immediate needs for specific and detailed information.
This misalignment led to heightened anxiety for both the students and Dr. Wykle. She found herself struggling to balance her approach with the students’ expectations, feeling that her emphasis on foundational principles was not meeting their demand for detailed knowledge. This disconnect was particularly evident when new colleagues insisted on reintroducing traditional midterm examinations, despite Dr. Wykle’s belief that these tests were not effectively serving the students’ educational needs.
Over time, Dr. Wykle began to adapt her teaching methods to better accommodate the varying levels of student preparedness and learning styles. However, the initial frustration and anxiety she experienced during this period highlighted the ongoing challenge of meeting diverse student needs within a single educational framework.
Another less rewarding aspect of Dr. Wykle’s teaching career involves the constant evolution and unpredictability of teaching methods and educational technologies. As the field of education continues to advance, educators must continually adapt to new teaching tools, methodologies, and learning environments. For instance, transitioning to distance education requires mastering new technologies and developing innovative ways to engage students virtually, which can be both time-consuming and stressful.
Moreover, Dr. Wykle has encountered situations where institutional constraints and administrative policies impede her ability to implement her preferred teaching strategies. Navigating these bureaucratic challenges requires persistence and adaptability, often diverting her focus from teaching to administrative problem-solving.
Despite these challenges, Dr. Wykle remains committed to her role as an educator. She views these less rewarding aspects as opportunities for growth and improvement, striving to find effective solutions that enhance the learning experience for her students while staying true to her educational philosophy.
Gaining Excellence as a Teacher
Achieving and maintaining excellence in teaching requires a commitment to continuous learning, self-reflection, and adaptability. Dr. Wykle exemplifies these qualities through her proactive approach to professional development and her dedication to refining her teaching practices.
Dr. Wykle maintains excellence by staying abreast of the latest teaching-learning theories and incorporating them into her instructional methods. She actively seeks out opportunities to expand her knowledge through seminars, workshops, and advanced courses. Her recent completion of a certificate in distance education, achieved by taking four computer-based courses, demonstrates her commitment to embracing new teaching modalities and technologies.
In addition to formal education, Dr. Wykle values learning from her students and peers. She regularly solicits feedback from her students, using their insights to make informed adjustments to her courses. This iterative process ensures that her teaching remains responsive to student needs and aligned with best practices in nursing education.
Dr. Wykle also engages in collaborative efforts with other educators, both within her institution and across the broader nursing education community. By participating in professional networks and contributing to educational research, she stays connected to emerging trends and innovations in the field. This collaboration not only enhances her own teaching practices but also contributes to the collective advancement of nursing education.
Furthermore, Dr. Wykle dedicates time to consulting on nursing education research and practice. These consulting engagements provide her with diverse perspectives and insights, enriching her understanding of effective teaching strategies and educational challenges. By sharing her expertise and learning from others, she fosters a culture of continuous improvement and excellence within her professional community.
Dr. Wykle’s pursuit of excellence is also evident in her emphasis on reflective practice. She regularly engages in self-assessment and reflection, critically evaluating her teaching methods and outcomes. This reflective approach allows her to identify areas for improvement and implement changes that enhance the effectiveness of her instruction.
Overall, Dr. Wykle’s dedication to continuous learning, collaboration, and self-reflection enables her to achieve and maintain excellence in her teaching. Her proactive efforts to stay informed and adapt to new educational challenges ensure that she remains an effective and inspiring educator in the ever-evolving landscape of nursing education.
Advice For New Teachers
Dr. Kimberly Adams Tufts offers valuable insights and practical advice to aspiring and new nursing educators. Her recommendations emphasize the importance of self-awareness, adaptability, and continuous professional development in achieving teaching excellence.
- Embrace the Teacher-Learner Partnership: Dr. Wykle advises new teachers to view the relationship between teacher and learner as a collaborative partnership. Recognize that teaching is not about imparting all the answers but about facilitating students’ learning journeys. Encourage mutual respect and open communication to create a supportive learning environment.
- Manage Anxiety and Be Flexible: New teachers often experience anxiety about their teaching abilities and classroom management. Dr. Wykle suggests addressing this anxiety by remaining flexible and open to adjusting teaching methods as needed. Understand that it is acceptable not to have all the answers and that teaching is a learning process for both educators and students.
- Incorporate Humor and Storytelling: Dr. Wykle emphasizes the importance of using humor and storytelling in the classroom. These techniques can make learning more enjoyable and relatable, helping to alleviate tension and foster a positive learning atmosphere. Sharing personal anecdotes and relevant stories can enhance student engagement and retention of information.
- Foster Active Learning: Encourage students to take an active role in their learning by asking questions, participating in discussions, and engaging in collaborative activities. Dr. Wykle believes that active learning strategies, such as seminars and group projects, are more effective in promoting critical thinking and deeper understanding than traditional lecture-based methods.
- Develop Cultural Competence: Understanding and addressing cultural differences is crucial in nursing education. Dr. Wykle advises new teachers to cultivate cultural competence by recognizing and challenging their own biases and stereotypes. Promote an inclusive classroom environment where diverse perspectives are valued and respected.
- Seek Mentorship and Professional Development: Dr. Wykle highlights the importance of seeking mentorship from experienced educators and participating in professional development opportunities. Learning from mentors and engaging in continuous education can enhance teaching skills and keep educators updated on the latest pedagogical advancements.
- Encourage Peer Teaching and Collaboration: Facilitating opportunities for peer teaching and collaboration can enhance the learning experience for students. Dr. Wykle suggests incorporating peer-led activities and group projects that allow students to learn from and support each other, fostering a sense of community and shared responsibility for learning.
- Implement Structured Feedback Mechanisms: Establishing structured feedback systems can help both teachers and students improve the learning process. Dr. Wykle recommends incorporating regular feedback sessions where students can evaluate each other’s contributions and discuss what is working well and what needs improvement. This approach promotes continuous improvement and accountability.
- Focus on Student Development: Understanding where students are in their developmental journey is essential for effective teaching. Dr. Wykle advises new teachers to assess their students’ developmental stages and tailor their teaching strategies accordingly. By aligning teaching methods with student needs and readiness to learn, educators can facilitate more meaningful and impactful learning experiences.
- Reflect and Adapt: Dr. Wykle underscores the importance of self-reflection and adaptability in teaching. Regularly evaluate your teaching practices, seek feedback, and be willing to make adjustments to improve your effectiveness. Embrace a growth mindset and view challenges as opportunities for professional development.
- Balance Structure with Flexibility: While having a well-structured course plan is important, Dr. Wykle advises new teachers to remain flexible and responsive to the dynamic nature of the classroom. Be prepared to modify lesson plans and teaching strategies based on student feedback and evolving educational needs.
- Prioritize Student Engagement: Keeping students engaged is paramount for effective learning. Dr. Wykle recommends using a variety of teaching methods and activities to maintain student interest and participation. Incorporate multimedia resources, interactive discussions, and practical applications to make learning more engaging and relevant.
- Cultivate Emotional Intelligence: Developing emotional intelligence is crucial for building strong teacher-student relationships. Dr. Wykle advises new teachers to practice empathy, active listening, and effective communication. Understanding and addressing students’ emotional and academic needs can enhance their overall learning experience.
- Stay Current with Educational Trends: The field of education is constantly evolving, with new research and technologies emerging regularly. Dr. Wykle encourages new teachers to stay informed about the latest educational trends and incorporate relevant innovations into their teaching practices to enhance learning outcomes.
- Maintain Professionalism and Integrity: Upholding professionalism and integrity in all aspects of teaching is essential. Dr. Wykle advises new teachers to model ethical behavior, maintain clear boundaries, and demonstrate a commitment to academic honesty. These qualities help establish trust and respect in the classroom.
By following these principles, Dr. Wykle believes that new nursing educators can create impactful and meaningful learning experiences that empower their students to excel both academically and professionally. Embracing these strategies will not only enhance teaching effectiveness but also contribute to the overall advancement of nursing education.
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