REBEKAH PERKINS

At the heart of my teaching philosophy is a commitment to cultivating critical thinkers, compassionate caregivers, and adaptable problem-solvers who can navigate the complexities of modern healthcare. Grounded in Christine Tanner’s Clinical Judgment Model, I emphasize intuitive thinking, metacognition, and reflective practice, helping students develop the ability to recognize patterns, make informed decisions, and respond thoughtfully in dynamic care settings.

I believe that health and well-being extend beyond physical care—they are deeply influenced by an individual's social, emotional, and spiritual well-being. This perspective shapes how I teach students to approach underserved and vulnerable populations, particularly older adults and individuals in rural communities with limited access to care. My goal is to prepare nurses who can advocate for equitable, person-directed care that prioritizes dignity, autonomy, and holistic well-being.

I integrate Naomi Feil’s Validation Method ^TM, reinforcing the idea that behaviors—especially in individuals experiencing dementia—are a form of expression, not resistance. Through this approach, I encourage students to shift their perspective from managing behaviors to uncovering unmet needs, fostering meaningful connections and person-directed support.

Additionally, I incorporate the Age-Friendly Health Systems 4Ms framework (What Matters Most, Medication, Mentation, and Mobility) into my teaching. This ensures that students learn to align care with individual priorities, manage medications safely, assess cognitive well-being, and promote mobility—critical components in improving quality of life for older adults.

I believe learning should be dynamic, experiential, and deeply connected to real-world challenges. To bridge the gap between theory and practice, I incorporate simulation-based learning, case studies, and competency-based assessments that challenge students to think critically, act with confidence, and adapt to complex care environments.

By integrating clinical judgment, intuitive thinking, humanistic care, and person-directed frameworks, I strive to create an engaging, reflective, and supportive learning environment where students develop the skills, insight, and empathy needed to advocate for and uplift those they serve.