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As a nurse educator, I would expect my students to participate in the learning programs by asking and answering questions. The programs should not be one-sided but a discussion or interaction between the educator and the students. That will not only improve their academic performance but also make them feel they are a crucial part of the process (Froneman et al., 2016). Asking and answering questions will also create a positive learning climate, which will translate into positive results. Arguably, professional boundaries are critical in ensuring an educator manages the existing power differential with his or her students. It also ensures that objectives are achieved at the end of a program. Every aspect, including the language, used, the information shared, and the relationship between the educator and the students should be professional to maintain this boundary.
Critically, students should act responsibly in the classroom to ensure ethical challenges do not arise. First, they should respect themselves and other students in the classroom. Students can be from diverse backgrounds and cultures, therefore, respecting each other will minimize conflicts and distractions within the classroom. Secondly, students should have a positive attitude toward the program. Arguably, teachers will record positive outcomes in classrooms when the students find the lesson interesting (Froneman et al., 2016). They should also be willing to participate in various activities, contribute to discussions, and ask questions when they have not understood a concept. Importantly, I do not foresee any challenges occurring when my class has students of generational cohorts. That is because I will create a positive learning environment for each student in the classroom despite their uniqueness. It is important to note that I will promote a classroom culture that encourages respect and tolerance while discouraging negative stereotypes at the same time.
References
Froneman, K., Du Plessis, E., & Koen, M. P. (2016). Effective educator-student relationships in nursing education to strengthen nursing students resilience. Curationis, 39(1), 1-9.
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