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|The Authors||p. xix|
|Transformation, Crisis, and Opportunity||p. 17|
|A Profession Transformed||p. 19|
|Teaching and Learning in Clinical Situations||p. 41|
|Teaching and Learning in the Classroom and Skills Lab||p. 63|
|A New Approach to Nursing Education||p. 81|
|Teachi... MORE||p. 93|
|Paradigm Case: Diane Pestolesi, Practitioner and Teacher||p. 97|
|Strategies for Teaching for a Sense of Salience||p. 109|
|Integrative Teaching for Clinical Imagination||p. 127|
|Paradigm Case: Lisa Day, Classroom and Clinical Instructor||p. 131|
|Developing a Clinical Imagination||p. 143|
|Connecting Classroom and Clinical Through Integrative Teaching and Learning||p. 155|
|Teaching for Moral Imagination||p. 165|
|Paradigm Case: Sarah Shannon, Nurse Ethicist||p. 169|
|Being a Nurse||p. 177|
|Formation from a Critical Stance||p. 201|
|A Call for Radical Transformation||p. 211|
|Improving Nursing Education at the Program Level||p. 215|
|Appendix: Methods for the Carnegie National Nursing Education Study||p. 231|
|Table of Contents provided by Ingram. All Rights Reserved.|
Molly Sutphen is on the faculty at the University of California, San Francisco and codirector of ?The Carnegie Foundation's Study of Nursing Education. She is a historian who has published widely on nursing education and the history of international health.
Victoria Leonard is a former nurse educator in maternal child nursing and health policy. Currently, she is a family nurse practitioner and child care health consultant at the UCSF California Childcare Health Program.
Lisa Day is a former nurse educator in critical care, acute care nursing, and ethics. Currently, she is a clinical nurse specialist for neuroscience and critical care at UCSF Medical Center. She authors the ethics column for the American Journal of Critical Care.