I have posted late, and for that I apologize. It appears my self directed learning has led me to enroll in a post masters certificate at Emory which is kicking my posterior in terms of time, commitment, and assimilation of new information in order to expand my NP scope of practice from age 12 instead of age 55. Thus to employ this learner centered heutagogy model, I needed these courses to essentially open “practice” doors to finally pay off student loans, to meet CCNE requirements, and to complete this post masters degree in a fiscally conservative manner. Are my reasons for this pedagogy, or andogogy or heutagogy learner centered or externally driven. Would I have chosen to put myself through these past two semesters unless an external push compelled me to do so? All questions that I pose do not appear to be clearly answered with the current assumptions underlying the articles.
I’m not sure as an educator I can personally develop a lifelong learner unless that learner is somewhat intrinsically motivated. Even though my original motivation is extrinsic, my desire to be an accomplished professional is the intrinsic push whether it is teaching (thus this course) or practice ( the post masters course). Perhaps it is expanding the map of the learner’s world that truly aids learning and facilitated life long learners.
I do believe nursing education, especially the clinical education and application component has celebrated this huetagogy more than our peer educators as we can more easily incorporate this model into our assessments, design and instructional methods. For example, Integrating art history into today’s culture takes much more planning than developing a case study of unwed teen mother with neonatal genetic complications, no prenatal care, presence of a sexual transmitted disease, and no source of spousal, paternal or financial support. Asking what ethical, social, financial, physiologic and emotional components of this case truly can implement flexibility, learner direction and assessment. In my leadership course for fall, we can even examine institutional sources of support, societal influences, policy decisions and system failures that could have resulted in such outcomes from health care–in the present, past and future.
Preparing our students for the workplace is common practice. Modeling engagement, autonomy, creative problem solving and decisions that are relevant to my nursing students whether at the undergraduate level or graduate level is a given. Making sure the sustainability of continuing to learn, to grow and develop may not be in my hands.