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As I See It
AS I SEE IT Myra Kay Slavens, R.N.
An excellent editorial was written by Sir James Paterson Ross for the December, 1968, Surgery, Gynecology & Obstetrics, entitled, “On Teaching By Example.” Even though the author’s presentation is concerned with graduate education in surgery, implications of importance for operating room nurses are present. Several statements in this editorial, I feel, are worthy of repetition in this column. The qualifications for teachers are not clearly defined. There is agreement that a teacher must be an expert in his particular speciality and of high professional standing . . but the proviso that “he must possess the attributes of the teacher” gives food for thought. Every member of a hospital staff . . inevitably exerts this personal influence upon the trainees in his service; he must, therefore, recognize his responsibility not only for the care of his patients, but also for the teaching of his juniors. It stands to reason that if his teaching is to be effective, a surgeon must continue his own education; for this reason, Fellows of the American College of Surgeons pledge themselves “to pursue the practice of surgery with scientific honesty, and to advance constantly in knowledge.” The Master’s good example in his behavior toward everyone with whom he came into contact is not always recognized as one of the
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February 1969
“attributes of the teacher.” Of still greater importance in teaching is the attitude of the surgeon to his own team, including the nursing staff, the hospital administrators and other lay assistants, and, above all, the patients and their relations. He should take his place at the head of his own section of the hospital community and set an example to all within it. Can teachers really be meek? Meekness sounds like weakness, but, in fact, it implies strength, since it requires the exercise of self-control, and it is the exact opposite of selfishness. The implications for operating room nurses are readily apparent. One teaches not only when given the title of teacher, but one teaches by example every day to every person with whom he comes into contact. Possibly, many of our problems with students and new staff reflect not the overt, stated actions, but the covert or implied actions which one sees in the normal course of a day’s activities. Consequently, “It was not what was said, but what was not said.” What must be done, then, is to learn how others see us and to plan to implement the changes in behavior which will really say what we want to say. Continuing education is not for others, but is for each and every operating room nurse. For it is when the nurse ceases to learn, that she becomes ineffectual in nursing.
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An excellent editorial was written by Sir James Paterson Ross for the December, 1968, Surgery, Gynecology & Obstetrics, entitled, “On Teaching By Example.” Even though the author’s presentation is concerned with graduate education in surgery, implications of importance for operating room nurses are present. Several statements in this editorial, I feel, are worthy of repetition in this column. The qualifications for teachers are not clearly defined. There is agreement that a teacher must be an expert in his particular speciality and of high professional standing . . but the proviso that “he must possess the attributes of the teacher” gives food for thought. Every member of a hospital staff . . inevitably exerts this personal influence upon the trainees in his service; he must, therefore, recognize his responsibility not only for the care of his patients, but also for the teaching of his juniors. It stands to reason that if his teaching is to be effective, a surgeon must continue his own education; for this reason, Fellows of the American College of Surgeons pledge themselves “to pursue the practice of surgery with scientific honesty, and to advance constantly in knowledge.” The Master’s good example in his behavior toward everyone with whom he came into contact is not always recognized as one of the
.
.
February 1969
“attributes of the teacher.” Of still greater importance in teaching is the attitude of the surgeon to his own team, including the nursing staff, the hospital administrators and other lay assistants, and, above all, the patients and their relations. He should take his place at the head of his own section of the hospital community and set an example to all within it. Can teachers really be meek? Meekness sounds like weakness, but, in fact, it implies strength, since it requires the exercise of self-control, and it is the exact opposite of selfishness. The implications for operating room nurses are readily apparent. One teaches not only when given the title of teacher, but one teaches by example every day to every person with whom he comes into contact. Possibly, many of our problems with students and new staff reflect not the overt, stated actions, but the covert or implied actions which one sees in the normal course of a day’s activities. Consequently, “It was not what was said, but what was not said.” What must be done, then, is to learn how others see us and to plan to implement the changes in behavior which will really say what we want to say. Continuing education is not for others, but is for each and every operating room nurse. For it is when the nurse ceases to learn, that she becomes ineffectual in nursing.
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