NUR 643 Teaching Philosophy Statement

Teaching Philosophy Statement

Purpose of Nursing Education

Don't use plagiarized sources. Get Your Custom Essay on

NUR 643 Teaching Philosophy Statement

Just from $7/Page

Order Essay

Nursing requires competent professionals who can effectively care for individuals and communities. I agree with Collier‐Sewell and Monteux (2024) that nursing education’s primary mandate is to prepare nurses for the workforce. This preparation involves equipping nurses with the relevant skills, knowledge (theory and practical), and attitudes to address the health needs of diverse patients. It is also crucial for nursing education to develop nurses’ competencies and abilities to cope with the challenging work environment.

Beliefs about Different Learning Styles

Learning styles in an academic or clinical setting impact learning outcomes. Since learners vary in age, race, gender, and motivation levels, their learning styles differ based on these differences and unique abilities. Consequently, as Gayef et al. (2023) suggested, learning styles should be tailored according to student needs to improve performance. Combining them is also critical to maximizing learning outcomes by enhancing motivation and concentration and fostering active engagement.

Facilitating Student or Patient Learning

I will facilitate learning by creating a supportive environment and using a teaching plan. An environment that supports learning is characterized by active learning, inclusion, and student-centered teaching methods. According to Bhardwaj et al. (2025), a student-centered approach shifts attention from the instructor to the student to encourage active participation and enable learners to develop fundamental skills. A teaching plan outlines the activities, teaching methods, resources, and learning assessment strategies. Such a plan is essential to facilitate goal-driven learning.

Role of the Nurse Educator and Implementing Personal Philosophy

The role of the nurse educator goes beyond instructing prospective healthcare professionals. It encompasses mentorship, advocacy, and leadership, besides equipping nursing students with essential patient care skills, values, and beliefs. Fundamental components of advocacy and leadership include championing students’ rights and needs, fostering collaborative practice, and supporting other professionals. I plan to implement my teaching philosophy by embracing student-centered learning, being adaptive, and eagerness to learn. I will learn from colleagues, observations, technologies, and research. Such an approach will allow me to grow as an educator and integrate the nurse educator competencies into my professional practice.

Influence of Clinical Experience on Teaching

Clinical experience provides a strong foundation for impactful nursing education. Zhang et al. (2022) identified clinical experience as pivotal in nursing education since it equips nursing professionals with the obligatory skills to develop clinical competence. My clinical experience has influenced my teaching by directing me to areas, methodologies, and theories that matter in patient care. In this case, the experience helps me to understand the knowledge, values, and skills that drive effective, high-quality patient care. A suitable example of clinical experience is diversity in patient education since patients come from different cultures and understand concepts differently. Accordingly, I plan my teaching goals, strategies, and resources in a way that supports the development of valuable clinical skills.

References

Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10,1518602. https://doi.org/10.3389/feduc.2025.1518602

Collier‐Sewell, F., & Monteux, S. (2024). What is the purpose of nurse education (and what should it be)?. Nursing Inquiry, 31(3), e12640. https://doi.org/10.1111/nin.12640

Gayef, A., Çaylan, A., & Temiz, S. A. (2023). Learning styles of medical students and related factors. BMC Medical Education, 23(1), 282. https://doi.org/10.1186/s12909-023-04267-4

Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., & Hui, X. (2022). The clinical learning environment, supervision and future intention to work as a nurse in nursing students: a cross-sectional and descriptive study. BMC Medical Education, 22(1), 548. https://doi.org/10.1186/s12909-022-03609-y

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Assessment Traits

Requires Lopeswrite

Assessment Description

The purpose of this assignment is to develop your personal teaching philosophy statement.

Begin by researching a developed teaching philosophy and use the information to shape your own philosophy.

In 250-500 words, develop a personal teaching philosophy statement that includes:

Your beliefs about the purpose of nursing education.
Your beliefs about different learning styles in an academic or clinical setting.
How you will plan to facilitate student or patient learning.
A description of the role of the nurse educator and how you plan to implement your personal teaching philosophy to grow as an educator as you seek to integrate the nurse educator competencies into your professional practice.
Describe how your clinical nursing experience has influenced your teaching. Include an example in your response.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Skip to main contentEnable accessibility for low visionOpen the accessibility menu

Web Vitals

Get access to Ahrefs metrics with our Starter plan for just $29/month.

Learn moreGet started

Teaching Philosophy Statement – Rubric

ListGrid

Print To PDF

Rubric Criteria

Total75 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Beliefs on the Purpose of Education Beliefs on the purpose of education.	0 points A description of beliefs on the purpose of education is not included.	12.19 points A description of beliefs on the purpose of education is present, but it lacks detail or is incomplete.	14.06 points A description of beliefs on the purpose of education is present.	15.94 points A description of beliefs on the purpose of education is clearly provided and well developed.	18.75 points A description of beliefs on the purpose of education is thoroughly developed with supporting details.
Learning Styles Beliefs on different learning styles in various settings.	0 points A discussion of beliefs on different learning styles in various settings is not included.	9.75 points A discussion of beliefs on different learning styles in various settings is present, but it lacks detail or is incomplete.	11.25 points A discussion of beliefs on different learning styles in various settings is present.	12.75 points A discussion of beliefs on different learning styles in various settings is clearly provided and well developed.	15 points A discussion of beliefs on different learning styles in various settings is thoroughly developed with supporting details.
Learning Facilitation How student learning is facilitated.	0 points A description of how student learning is facilitated is not included.	9.75 points A description of how student learning is facilitated is present, but it lacks detail or is incomplete.	11.25 points A description of how student learning is facilitated is present.	12.75 points A description of how student learning is facilitated is clearly provided and well developed.	15 points A description of how student learning is facilitated is thoroughly developed with supporting details.
Role of the Nurse Educator	0 points A description of the role of the nurse educator is not included.	2.44 points A description of the role of the nurse educator is present but lacks detail or is incomplete.	2.81 points A description of the role of the nurse educator is present.	3.19 points A description of the role of the nurse educator is clearly provided and well developed.	3.75 points A description of the role of the nurse educator is thoroughly developed with supporting details.
Integration Into Professional Practice How the learner will integrate the nurse educator competencies into professional practice.	0 points A description of how the learner will integrate the nurse educator competencies into professional practice is not included.	4.88 points A description of how the learner will integrate the nurse educator competencies into professional practice is present but lacks detail or is incomplete.	5.63 points A description of how the learner will integrate the nurse educator competencies into their professional practice is present.	6.38 points A description of how the learner will integrate the nurse educator competencies into their professional practice is clearly provided and well developed.	7.5 points A description of how the learner will integrate the nurse educator competencies into their professional practice is thoroughly developed with supporting details.
Personal Experience A description of how the personal clinical nursing experience has influenced teaching philosophy. With an example to support the response.	0 points A description of how the personal clinical nursing experience influenced teaching philosophy is not present. An example is not included.	4.88 points A description of how the personal clinical nursing experience influenced teaching philosophy is present but lacks detail or is incomplete. An example is included but does not fully support the response.	5.63 points A description of how the personal clinical nursing experience influenced teaching philosophy is present. An example is included.	6.38 points A description of how the personal clinical nursing experience influenced teaching philosophy is clearly provided and well developed. An example is included and supports the response.	7.5 points A description of how the personal clinical nursing experience influenced teaching philosophy is thoroughly developed with supporting details. An example is included and enhances the response.
Mechanics of Writing Includes spelling, punctuation, grammar, and language use.	0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	2.44 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.	2.81 points Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	3.19 points Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	3.75 points The writer is clearly in command of standard, written, academic English.
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,	0 points Appropriate format is not used. No documentation of sources is provided.	2.44 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	2.81 points Appropriate format and documentation are used, although there are some obvious errors.	3.19 points Appropriate format and documentation are used with only minor errors.	3.75 points No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Beliefs on the Purpose of Education

Beliefs on the purpose of education.

0 points

A description of beliefs on the purpose of education is not included.

12.19 points

A description of beliefs on the purpose of education is present, but it lacks detail or is incomplete.

14.06 points

A description of beliefs on the purpose of education is present.

15.94 points

A description of beliefs on the purpose of education is clearly provided and well developed.

18.75 points

A description of beliefs on the purpose of education is thoroughly developed with supporting details.

Learning Styles

Beliefs on different learning styles in various settings.

0 points

A discussion of beliefs on different learning styles in various settings is not included.

9.75 points

A discussion of beliefs on different learning styles in various settings is present, but it lacks detail or is incomplete.

11.25 points

A discussion of beliefs on different learning styles in various settings is present.

12.75 points

A discussion of beliefs on different learning styles in various settings is clearly provided and well developed.

15 points

A discussion of beliefs on different learning styles in various settings is thoroughly developed with supporting details.

Learning Facilitation

How student learning is facilitated.

0 points

A description of how student learning is facilitated is not included.

9.75 points

A description of how student learning is facilitated is present, but it lacks detail or is incomplete.

11.25 points

A description of how student learning is facilitated is present.

12.75 points

A description of how student learning is facilitated is clearly provided and well developed.

15 points

A description of how student learning is facilitated is thoroughly developed with supporting details.

Role of the Nurse Educator

0 points

A description of the role of the nurse educator is not included.

2.44 points

A description of the role of the nurse educator is present but lacks detail or is incomplete.

2.81 points

A description of the role of the nurse educator is present.

3.19 points

A description of the role of the nurse educator is clearly provided and well developed.

3.75 points

A description of the role of the nurse educator is thoroughly developed with supporting details.

Integration Into Professional Practice

How the learner will integrate the nurse educator competencies into professional practice.

0 points

A description of how the learner will integrate the nurse educator competencies into professional practice is not included.

4.88 points

A description of how the learner will integrate the nurse educator competencies into professional practice is present but lacks detail or is incomplete.

5.63 points

A description of how the learner will integrate the nurse educator competencies into their professional practice is present.

6.38 points

A description of how the learner will integrate the nurse educator competencies into their professional practice is clearly provided and well developed.

7.5 points

A description of how the learner will integrate the nurse educator competencies into their professional practice is thoroughly developed with supporting details.

Personal Experience

A description of how the personal clinical nursing experience has influenced teaching philosophy. With an example to support the response.

0 points

A description of how the personal clinical nursing experience influenced teaching philosophy is not present. An example is not included.

4.88 points

A description of how the personal clinical nursing experience influenced teaching philosophy is present but lacks detail or is incomplete. An example is included but does not fully support the response.

5.63 points

A description of how the personal clinical nursing experience influenced teaching philosophy is present. An example is included.

6.38 points

A description of how the personal clinical nursing experience influenced teaching philosophy is clearly provided and well developed. An example is included and supports the response.

7.5 points

A description of how the personal clinical nursing experience influenced teaching philosophy is thoroughly developed with supporting details. An example is included and enhances the response.

Mechanics of Writing

Includes spelling, punctuation, grammar, and language use.

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

2.44 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.

2.81 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

3.19 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3.75 points

The writer is clearly in command of standard, written, academic English.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,

0 points

Appropriate format is not used. No documentation of sources is provided.

2.44 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

2.81 points

Appropriate format and documentation are used, although there are some obvious errors.

3.19 points

Appropriate format and documentation are used with only minor errors.

3.75 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.