need continuing education by decision-making games and simulations that practice planning and coordinating multiple, complex, and contextualized needs or demands.
The competent professional can cope and manage many situations but lacks the speed and flexibility of a more advanced practitioner.
The stakes of such divisions have risen in recent years in the wake of proposed budget cuts and priority shifts, for example, in the Wisconsin and North Carolina University systems.
Given this warning, what then is responsible professional pedagogy?
“The proficient performer perceives situations as wholes, rather than in terms of aspects…Experience teaches the proficient nurse what typical events to expect in a given situation and how to modify plans in response to these events” (p. , due to their limited experience, must use context-free rules to guide their work.
However, according to Benner, “Following rules legislates against successful task performance because no rule can tell a novice which tasks are most relevant in a real situation” (p. “ need help in setting priorities since they operate on general guidelines and are only beginning to perceive recurrent meaningful patterns in their clinical practice” (p. Limited prior experience means advanced beginners tend to treat all aspects as equally important.Is there necessarily a strict boundary between professional and liberal education?Professional schools provide terminal degrees that train students for a specific profession, such as careers in medicine, law, or religious leadership.Theory, however, guides clinicians and enables them to ask the right questions” (p. Responsible professional pedagogy must teach the dialogue between theory and practice, rather than simply offer a basic skill-set.Thus, professional pedagogy must necessarily include the critical thinking skills of the liberal arts as well as the practical skills necessary to do the job.In higher education, there is a wide variety of professional schools, each with its own basic requirements and prerequisites., according to the Center for Student Professional Development.Looking at signature pedagogies within professional education, it becomes clear that.As Lee Schulman’s article “Signature Pedagogies in the Professions” explains, professional schools seek to “form habits of the mind, habits of the heart, and habits of the hand” (p. This means that professional schools teach knowledge, skill, and ethics applicable to the profession: Professional Education is not education for understanding alone; it is preparation for accomplished and responsible practice in the service of others. Engler, Carol Polifroni, and Jennifer Casavant Telford Nursing education instills “a professional ethos characterized by empathy, ethical behavior, and social justice” through a combination of liberal arts education, skills training through simulation and field placement, and standardized test preparation (p. To meet these objectives, nursing signature pedagogies place equal emphasis on professional practice, scientific knowledge, and critical thinking.In graduate school, students focus primarily on mastering a particular field of study.Graduate degrees do not focus on training a student for a specific career, although the expertise that is gained should ultimately be applicable to a field of work.