The 5 principles of EHNE and suggestions for implementation
 
 
Principle
 Focus
 Techniques for Implementation
  Prior Knowledge
  What knowledge and experience does the student bring?
  • Awareness of identity, privilege, and assumptions of the teacher.
  • Assessing what the students know about a topic at the beginning of every class.
  • Consider how the topic is approached by different groups of people. 
  Contexual Teaching-Learning
What is the environment, internal and external, that impacts a student’s ability to learn? 
  • Assess a student’s readiness to learn, support system, and barriers to learning.
  • Question the context of a student such as cultural perspective, and learning needs.
  • Address power structures in the educational institution that reflect bias, discrimination, or assumptions.
 Interconnectedness
  How can we experience our connection to one another?
  • Therapeutic use of self in student-teacher interactions to foster safe space and caring
  • Encourage students to learn from and support one another.
  • Co-create rules for communication.
 Self-Care
How do we nurture ourselves to be able to nurture others? 
  • Teaching CAM techniques to students to decrease stress and anxiety, and improve wellness.
  • Self-Care practices can be incorporated into the teacher’s personal life.
  • Role model to students by sharing experiences with Self-Care.
 Meet Them Where They Are
How is teaching responsive to the diverse learning needs of students? 
  • Relate content to relevant real life examples by exploring power structures, current events, and social justice.
  • Focus teaching based on where their needs are by integrate examples based on the prior knowledge, culture, and experience.
  • Acknowledge other events in the student’s life that may need to be processed before learning can continue. 
References:

Love, K. (2012) Using Theater of the Oppressed in Nursing Education: Rehearsing to be change agents. Journal of Learning Through the Arts. 8(1). http://escholarship.org/uc/item/4wr3c05w#page-1

Love, K. (2014) A mid-range theory of Empowered Holistic Nursing Education: A pedagogy for a student-centered classroom. Creative Nursing, 20 (1), 47-58.

Love, K. (2017) The Critical Research Evaluation Tool (CRET): Teaching and Learning to evaluate research for cultural competence. Nursing Education Perspectives, 38(5), 286-287.

Love, K. (2018) Assessing Attitudes of Nursing Pedagogy: An Instrument based on the midrange theory of Empowered Holistic Nursing Education. Journal of Nursing Measurement, 26(2), in print, pages unknown.

Love, K. (Accepted for publication, 2018) Empowered Holistic Nursing Education (EHNE) as the philosophical framework for an RN-BS program: A six-year impact evaluation study. Nursing Education Perspectives.