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Elsevier Health Sciences Question: Discuss about the Article for Elsevier Health Sciences?   Answer: Globally, there is an enhancement in demand to educate nurses in the clinical practice environment. Settings that empower and encourage learning and teaching are powerful in educating the nurses in a positive way (Oermann & Gaberson, 2013). The present writing addresses the significance of providing a positive learning environment. The key focus areas are analysis of faculty behaviours that provide a negative learning environment, how would I foster a positive and rigorous learning experience for students as a nurse educator, a strategy that faculty can take up for promoting student participation in own learning, the way a faculty’s competence and confidence influence a student’s learning experience, importance of fostering a positive learning experience for students and nurses and role-modelling techniques and methods available to foster and support a positive learning experience for students and nurses. Undesirable behaviour by the faculty disrupts and negatively effects the overall learning environment for students and contributes to the student’s discontent and stress. These include negative feedback in a repetitive manner, biases regarding gender, race and ethnicity, lack of patience and empathy and positive approach towards solving problems of students. Some faculty members may be having a tendency to show inappropriate behaviour by showing unnecessary anger, disgust in slightest pretext. This has a negative impact on the students as they do not get the opportunity to get the best teaching (Blegen et al., 2013).  As a nurse educator, I can foster a positive yet rigorous learning experience for the students by developing and communicating classroom management plans and motivation plans, developing instructional plans for facilitating bell-to-bell teaching, creating classroom organisation and arrangement, establish high expectations. Other means taken up by me would be communication expectations to students and parents, keeping students on target, encouraging relevant and frequent feedback, establishing grading practices communicating high expectations and decreasing frustrations. Severe behaviour has to be dealt with in an appropriate manner. According to Billings & Halstead (2013) motivation, parent engagement, teacher efficacy, instructional planning, and consistency of high expectations are irreversibly tangled. An environment that fosters decency, respect and success for all student is what must be implemented. One strategy for promoting student participation in their learning is to implement instructional activities for actively engaging students. The best tool would be personal involvement. There are several ways of implementing instructional activities. These include planning writings on daily basis, reading with and to the students, using varied sources of information. The best approach would be to use project-based learning that needs students to develop time management, group process, planning skills and communication skills together with content mastery. This method would promote student participation in own learning. Encouragement is to be given students for taking up interesting course works like projects that include practical experiences.   The competency and confidence of faculties have a major role in influencing the student’s learning experience. As stated by Iwasiw et al., (2014) the ability of the faculties to be friendly, open, willing to adjust and confidence improves student’s own motivation for learning as well as their self-confidence. Professional competence and pedagogical skills are a decisive prerequisite as students have positive experiences regarding safety, supervision and mentoring. The faculty’s lack of interest for updating own knowledge is a negative influence on the learning process of the students. Mentoring and coaching by faculties, if not up to the mark, have low-grade outcomes in education. The importance of fostering a positive learning experience for nurses and students re immense and multi-fold. Having an appropriate learning arena is vital for students since a significant part of the studies they take are applied in the health care services they provide. This directly has the impact on patient care and health outcomes. Thus, a good quality learning experience is the key to students perceiving the quality of care they are to provide. Lack of knowledge, motivation, confidence, self-esteem and competency as a result of a negative learning experience is the loss of health care settings. The future of nurses depends on the supervisors’ assessment and judgment received form the learning experience (Bradshaw & Lowenstein, 2013). For supporting a positive learning experience, the main means is to foster a relationship conducive to learning. Efforts and supports from the educator’s end are required. The settings must be welcoming to the students. Huston (2013) opines that there must be an underlying essence of positivity and enthusiasm. Constructive feedback is a good tool for encouraging students. Another method is to have a clear and effective relationship with the students. The above discussion highlights the main aspects of learning and teaching in nursing. It is a rich source of information on how nurses are supposed to be taking up their education and how faculties must approach the students for making a better nursing workforce in the future.   References Billings, D. M., & Halstead, J. A. (2013). Teaching in nursing: A guide for faculty. Elsevier Health Sciences. URL:,+D.+M.,+%26+Halstead,+J.+A.+(2013).+Teaching+in+nursing:+A+guide+for+faculty.+Elsevier+Health+Sciences.&hl=en&sa=X&redir_esc=y#v=onepage&q=Billings%2C%20D.%20M.%2C%20%26%20Halstead%2C%20J.%20A.%20(2013).%20Teaching%20in%20nursing%3A%20A%20guide%20for%20faculty.%20Elsevier%20Health%20Sciences.&f=false Blegen, M. A., Goode, C. J., Park, S. H., Vaughn, T., & Spetz, J. (2013). Baccalaureate education in nursing and patient outcomes. Journal of Nursing Administration, 43(2), 89-94. Doi: 10.1097/NNA.0b013e31827f2028 Bradshaw, M., & Lowenstein, A. (2013). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers. URL:,+M.,+%26+Lowenstein,+A.+(2013).+Innovative+teaching+strategies+in+nursing+and+related+health+professions.+Jones+%26+Bartlett+Publishers&hl=en&sa=X&redir_esc=y#v=onepage&q&f=false Huston, C. J. (2013). Professional issues in nursing: Challenges and opportunities. Lippincott Williams & Wilkins. URL:,+C.+J.+(2013).+Professional+issues+in+nursing:+Challenges+and+opportunities.+Lippincott+Williams+%26+Wilkins&hl=en&sa=X&redir_esc=y#v=onepage&q&f=false Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. A. (2014). Curriculum development in nursing education. Jones & Bartlett Publishers. URL:,+C.+L.,+Goldenberg,+D.,+%26+Andrusyszyn,+M.+A.+(2014).+Curriculum+development+in+nursing+education.+Jones+%26+Bartlett+Publishers.&hl=en&sa=X&redir_esc=y#v=onepage&q&f=false Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and testing in nursing education. Springer Publishing Company. URL:,+M.+H.,+%26+Gaberson,+K.+B.+(2013).+Evaluation+and+testing+in+nursing+education.+Springer+Publishing+Company&hl=en&sa=X&redir_esc=y#v=onepage&q=Oermann%2C%20M.%20H.%2C%20%26%20Gaberson%2C%20K.%20B.%20(2013).%20Evaluation%20and%20testing%20in%20nursing%20education.%20Springer%20Publishing%20Company&f=false

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