The marginalization of affective domain learning – learning concerned with values – forms a significant barrier to effectively preparing health professionals for practice and impedes inter-professional education and true cross-professional collaboration. Although it is thought by many to form the basis for effective learning in all domains, attending to students’ identification with, development, and articulation of values is difficult within the boundaries of traditional curricula. This neglect of the affective domain is particularly concerning in health professions education since these students will be called upon in their work to enact the values internal to their professions both as individuals and as members of interprofessional teams. Most health professions share many values including compassion, empathy, and service. Yet students often are left to interpret, reconcile, and integrate values – their own and those of their colleagues – without direct guidance. This webinar describes the background and process of developing a process-based course focused on affective domain learning for nursing, medical and physical therapy students. The course employs guided reflection, drawing writing, collage and sharing in small interprofessional groups to guide students in articulating their own values and recognizing the values shared across professions.
Present Position: Associate Professor
Agency/Program/Facility: Duke University School of Nursing
Professional Education: 1984, AS, Nursing, Long Beach City College, Long Beach, CA; 1990, BSN, University of California, San Francisco School of Nursing; 1993, MS Nursing (Adult Critical Care CNS), University of California, San Francisco; 1999, PhD Nursing, University of California, San Francisco.
Professional Experience and/or Expertise: Dr. Day has worked as a staff RN in post-anesthesia recovery, cardiac medicine, and neuroscience, and as a clinical nurse educator and neuroscience clinical nurse specialist. Dr. Day has taught in the accelerated second degree Master’s Entry Program in Nursing (MEPN) at the University of California, San Francisco School of Nursing and is currently an assistant professor at Duke University School of Nursing in Durham, North Carolina. Dr. Day has consulted on many nursing education-related projects including the current National League for Nursing (NLN) Think Tank on LP/VN Education; the 2008 NLN Think Tank on Transforming Clinical Nursing Education; the first phase of the Robert Wood Johnson-funded project Quality and Safety Education in Nursing (QSEN); the Carnegie Foundation for the Advancement of Teaching’s National Study of Nursing Education (Patricia Benner, director). She is one of the co-authors of the landmark publication Educating Nurses: A Call for Radical Transformation reporting the results of the Carnegie study, and has provided faculty development workshops for schools of nursing in the US and Canada. She is certified as a Nurse Educator (CNE) by the NLN and was one of five faculty members from Schools of Nursing and Medicine in the US selected to participate in the Josiah Macy Foundation Faculty Scholar Program, 2013-15.