When asked to comment on the aspects that demonstrate innovation and best practice in my classroom, I turned to my students and requested their help. I do not see what I do as special because I am an educator. I give my very best to every student who enters my classroom.  I believe education is the one thing that no one can ever take away from an individual. Being a nurse educator is not my job, it is who I am, the essence of my being. I have always been passionate about teaching. Promoting learning among all students is my priority as an educator. Finding ways to reach each student is what inspires me to find innovative teaching methods.

It is also very special to teach colleagues. I currently teach in the RN to BSN Bridge Program and welcome the opportunity to assist my RN colleagues to improve their daily practice of delivering care to the many types of patients they encounter. As an RN with an advanced degree, and currently actively pursuing a doctoral degree, I feel it is my responsibility  and duty to give back to my nursing profession by assisting others in the field to advance their own education and elevate their quality of care as a result of a deeper understanding of nursing theory and practice.

According to my students, the fact that I always share an abundance of evidence based information, through current literature findings, to assure best practice, supports the value and importance of integrating research findings into practice. My appreciation for research is transferred to my students. My students said because I valued evidence based practice to develop and implement teaching strategies, such as using demonstration, case scenarios and role playing, learning was fun and attainable. 

The ability to find, evaluate, and interpret research is a vital skill for all professional, no matter their profession.  Explaining and demonstrating how evidence based practice improves patient outcomes assists nurses to deliver quality care and teach patients effective health promotion and health attainment practices empowers nurses to not only use evidence based practice, but to actively seek out evidence.  One student wrote to me several months after being in my class to tell me she had successfully led a small research study on her unit to initiate a fall risk assessment form and fall prevention program.  She said, "Lorraine, you made me believe I could do it, and I did!"

My students said I gave selflessly of my time. I was always available to spend time helping them learn, no matter how long it took for them to grasp the information being taught. I am told the best part of being my student was that I encouraged and supported learning but never coming across competitive or jealous of each student's success or ideas. I was willing to let my students soar. I helped my students be creative as a means for promoting learning. I was told I portray a true desire to see students succeed by encouraging each student to strive and achieve.

I tell my students that they may contact me for any questions, concerns, or for clarification.  I also encourage my students to challenge me if they feel I am wrong.  I reassure them that their opinion matters, and demonstrate this through revisiting grades if the student can show me, through the use of the rubric, that they believe I graded incorrectly.  Even if I do not change the grade, I always thank them for doing so, and providing them an explanation of why I stand by my grading.  I do, when needed, adjust grades and thank the student for allowing me the opportunity to correct an error.  Showing that you are human, make mistakes, and are willing to be accountable for the mistake and take corrective action.  I use this time to show that anyone can make mistakes, and that admitting a mistake, being accountable, and correcting a mistake is a sign of a professional.  I also strive to teach my students that by calmly and objectively showing why they consider something erroneous, encourages them to think more critically about how information is presented to others, especially if presenting to someone in a position of power or leadership.

Often there are situations within the classroom that are quite difficult. I have been told by one student in particular, my methods for dealing with difficult classroom situations was most impressive. I believe all students must be treated with respect, and equity is imperative. Often, students become frustrated with different aspects of academia and the educator is subjected to the effects of the student's anger. I teach as I practice, respect is foremost, and it is important to investigate the cause of the behavior without passing judgment.

Seeking out the "sides" of an issue, the perspectives of those involved in a conflict in the classroom is paramount.  I believe in "What is perceived is what is".  The perspective each student has is the truth for them; seeking all perceptions of the truth allows for a clearer picture of the issue and helps provide a clearer path to resolving conflict.  Especially important with English as a Second Language (ESL) students is to find out if they understood what was being said, especially when colloquialisms are used.  ESL students have a greater difficulty with colloquialisms, especially when dealing with students from across the country; they may have become accustomed to phrases where they reside, but are unaware of different phrases from other regions. 

Despite many differences among students, I consistently promote a Christian community within my classroom. I base my teaching methods on Christian values. My bachelor degree in nursing was earned at a private Catholic college in northern Minnesota, taught by Benedictine Nuns who wove the love of Christ, having a servant's heart, and dedication to providing for all who are in need into all a professional should do to not only show one's faith in action, but to act as a role model to those who may not know Jesus Christ.  My love for Christ and church is evident in al I do in life and as an educator.

Spirituality is important in my classroom.  I started including a "Prayer Request" thread in each module's discussion forum.  I type in the following to introduce the thread to the class and to ensure students know it is optional and another way to help them during their educational journey:

Class, you are cared for not only as students, but as spiritual human beings who may have added needs. You are not required to respond or post in this thread, but it is offered to those of you who would like to receive additional prayer or prayers over something in your life. If you need encouragement or support over a matter, sharing it with your classmates and myself may help.  No one is required to post in this forum; it is simply here for those who wish to use it and those who wish to respond.

GCU is a Christian college steeped in a history of nurturing professionals to see themselves in a global view based on Christ's example and the tenets of the Christian faith.

I have placed this additional and optional discussion thread in each module's discussion forum and I would encourage any of you with prayer requests to share with us so that we may support you in prayer. Please use this forum. If you are shy about sharing details, you can be general, or if you would rather, you may always email me privately and I would be honored and humbled to pray for you.

"…The prayer of a righteous man is powerful and effective" (James 5:16).

I am completing a doctoral program which speaks for my dedication to life long learning. By bringing research findings to my classroom, I demonstrate the value of remaining current in the nursing profession as a means for better educating my students, developing educational programs that will ultimately result in enabling each nurse to deliver high quality patient care. The life-long learning model is not one every person is aware of or sees the need to have, by showing my own commitment to learning, and discussing the benefits of continuing both formal and informal learning throughout one's life, I hope to help reinforce the need for research, always questioning why things are done as they are, and not accepting "because we've always done them this way" as a good reason for continuing. 

While my focus is on the nursing profession and the educational field as a whole, I believe each educator must focus on each student as a person, not just a name on the class roster.  Getting to know students as individuals, meeting their educational needs during their course or courses with you, and making each student feel they are valued as a student, a professional, and a person.

I am honored and blessed to be able to share my perspectives and teaching philosophies with you.

I thank each of my students for helping me daily to become a better educator and a better person.  I also thank the College of Nursing for their kindness and support offered to me as an educator, allowing me to grow as a nurse educator and feel valued for what I do each day.

God Bless each and every one of you for allowing me the honor to be a Grand Canyon University educator.

Faculty Spotlight:

Lorraine Hover has been a Registered Nurse since 1985, but spent her last years of high school and college in health care as a nursing assistant and medical records clerk. Her BA degree in Nursing was achieved in 1985 from The College of St. Scholastica in Duluth, MN. CSS is a private, Catholic college founded on the values of the Benedictine nuns who are a real presence on campus. After a back injury ended her bedside career, and after a period of self-evaluation, she knew what direction she wanted to take her career. Once realizing teaching was her passion in nursing, she pursued her MSN online and is currently working towards her PhD in Nursing Education, also online. Her dissertation plan is to study horizontal violence in the nursing profession, particularly that which is directed at new RN's in their first year of professional practice. She was recently inducted into Sigma Theta Tau International Nursing Honor Society.

During her nursing career Lorraine has experienced many sides of nursing, from staff nurse through administrative positions in both acute care and long term care. Her favorite areas of care are general med/surg, neurology, wound care, and infection control. Lorraine's teaching experience includes facility training as staff development coordinator for over five years, two years of teaching assistive personnel (nursing assistants, patient care technicians, caregivers and pharmacy technicians) and teaching online with GCU College of Nursing for over a year. Her hope is to continue on with GCU as a full-time professor for many years to come. She is also working on a devotional book for nurses and nursing students, and has several articles being prepared for publication. One article, on effective mentoring, has been tentatively accepted for publication and Lorraine is the midst of completing the article for submission.

On a personal note, Lorraine is the mother of two daughters, Alexandra and Chelsea. Alex and her husband Matt live with Lorraine in the Tempe area of the Phoenix Metro area. Lorraine and her husband have been married for 25 years. Her husband currently is in Sierra Vista, AZ due to his job. Lorraine also has, what she calls, a grandfuzzy, a three year old Cocker Spaniel named Artemis. Besides spending most of her day on the computer, Lorraine enjoys reading for pleasure, scrapbooking and card making, and being involved in her church.