Teaching for Learning in Mind: An Evidence-Based Model.

Aim: The aim was to advance the development of a conceptual model derived from findings of a research study that articulated how nurse educators translate and transfer nursing knowledge into experiential teaching strategies.

Background: Brain science teaching and learning is successful because the learning encounter is focused on guiding learners on how to use content. Educator preparation grounded in neuroscience strategies facilitates a shift from teaching in mind to learning in mind.

Method: Conceptual model development included blending evidence from research and principles from educational theory, resulting in the Nurse Educator Teaching for Learning in Mind model.

Results: Preparing educators to teach requires a clear understanding of coming to the learning space with learning in mind. Creation of a safe learning space included communication, shared vulnerability, transparency, and intentionality.

Conclusion: This evidence-based conceptual model offers direction for next steps in operationalizing best educational practices in nurse educator preparation and development.