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Nursing Science Quarterly
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A Mother and Daughter’s Reflections on Nursing Education

Sandra Schmidt Bunkers, RN; PhD; FAAN

College of Nursing, South Dakota State University, Brookings, South Dakota

Diana Berkland, RN; MS

Sioux Valley Hospital University Medical Center, Sioux Falls, South Dakota

Melissa A. Berkland, BA

South Dakota State University, Sioux Falls, South Dakota

The following column presents a conversation with a mother and daughter enrolled in nursing education programs. Both mother and daughter utilized the teaching-learning strategies of dialogue and reflective journaling in coming to understand the meaning of their experiences in nursing education. The following ideas surfaced from their conversation: the importance of nursing theory-based teaching-learning, the importance of mentoring across the academic-clinical spectrum, the importance of questioning as a teaching-learning strategy, and, the importance of valuing time when developing teaching-learning experiences in nursing.

Key Words: mentoring • nursing theory-based education • Parse • questioning • teaching-learning • time

Nursing Science Quarterly, Vol. 19, No. 3, 211-217 (2006)
DOI: 10.1177/0894318406289443
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