17吃瓜

Amber Hill, MSN-Ed, RNC-OB, is a full-time obstetrics clinical instructor at 17吃瓜 with over twenty years of nursing experience. She has served in various capacities and different institutions over the years, including patient placement and mentorship roles, and is passionate about fostering a compassionate learning environment for future nurses. Her teaching philosophy is grounded in evidence-based practice, Christian principles, and the belief that kindness and grace create the strongest foundation for learning. Amber finds joy in traveling, reading, and spending time with her family and her dog.

Teaching Philosophy

My teaching philosophy reflects my twenty-year journey in nursing education and the deep fulfillment I find in mentoring future nurses toward excellence. I strive to create a compassionate, calm, and inclusive learning space that replaces the outdated 鈥渆at our young鈥� mentality with encouragement and grace.

Grounded in evidence-based practice and QSEN competencies, especially safety, I emphasize clear communication, critical thinking, and decision-making. Guided by Patricia Benner鈥檚 novice-to-expert model, I remind students that being a beginner is not a weakness but the foundation of growth (Ozdemir, 2019).

Drawing on Jean Watson鈥檚 Theory of Caring, I teach with empathy and intention, ensuring students feel valued as whole persons, not just learners to be evaluated (Ozan et al., 2020). My instructional strategies鈥攕uch as games, simulation, case studies, and group discussion鈥攅mbrace humanistic and constructivist theories, celebrating individuality and experiential learning (Billings & Halstead, 2019; Bell, 2021).

Ultimately, my goal is to mold students who are clinically competent, compassionate, and spiritually grounded. I believe nursing is both a science and a ministry鈥攁n opportunity to serve others with excellence and heart. As Scripture reminds us, 鈥淲hatever you do, work at it with all your heart, as working for the Lord, not for human masters鈥� (Colossians 3:23, NIV).

References:

Bell, R. (2021). Underpinning the entrepreneurship educator鈥檚 toolkit: conceptualising the influence of educational philosophies and theory. Entrepreneurship Education, 4(1), 1鈥�18. https://doi.org/10.1007/s41959-020-00042-4

Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing: A Guide for Faculty (6th ed.). Elsevier Health Sciences (US). https://coloradotech.vitalsource.com/books/9780323570374

Ozan, Y., D., Duman, M., 脟i莽ek, 脰., & Baksi, A. (2020). The effects of clinical education program based on Watson鈥檚 theory of human caring on coping and anxiety levels of nursing students: A randomized control trial. Perspectives in Psychiatric Care, 56(3), 621鈥�628. https://doi.org/10.1111/ppc.12477

Ozdemir, N. G. (2019). The development of nurses鈥� individualized care perceptions and practices: Benner鈥檚 novice to expert model perspective. International Journal of Caring Sciences, 12(2), 1279鈥�1285.