Chapter introduction
Introductions often make the mistake of simply outlining generalities or providing formal definitions. Instead, we recommend introducing your topic in a way that:
- humanises it
- brings it to life in context
- poses meaningful questions about why it matters for the emerging practitioner.
Why it matters
This is your chance to create a hook to spark interest in your topic. Why should learners care? Ask rhetorical questions. Share a compelling reason that speaks to its impact in practice.
Aim to provoke thought or inspire curiosity, not just convey information. If learners can imagine themselves as professionals in the field and see how they will use these concepts in practice, you can spark motivation for engagement from the beginning to inspire deeper understanding.
Example: “A health assessment is a 'felt' experience for clients. Pause for a moment and put yourself in a client’s shoes. Imagine seeking care and having the nurse diminish your feelings…How would this make you feel? Now, imagine the alternative: the nurse values…” (View in Introduction to Health Assessment for the Nursing Professional.)
Example: “We may be top-notch learners, but if we don’t have a way to store what we’ve learned, what good is the knowledge we’ve gained? Take a few minutes to imagine what your day might be like if you could not remember anything you had learned…” (View in General Psychology.)
Example: “When you think of communication, talking to another person or texting them might come to mind first. However, while talking and texting are methods of communication delivery, they are not representative of a comprehensive definition…communication is more than just what you say…” (View in Introduction to Communication in Nursing.)
Example: “San Francisco, Portland, Austin, Madison, and Minneapolis are considered some of the country’s best-designed and most politically liberal cities… so why do such affluent and liberal cities have some of the biggest racial disparities in the country?...” (View in Introduction to Design Equity.)
Learning outcomes
Your chapter should have clear intended learning outcomes (ILOs). If you have more than five, consider breaking your content out into multiple chapters.
- Focus on learner empowerment and accessibility. Write outcomes that clearly state what learners will be able to do, understand or apply after engaging with the chapter. Use plain, inclusive language that speaks directly to diverse learners.
- Consider how your chapter supports real-world application and practice in different contexts.
- Make outcomes visible and actionable within the chapter: Ensure that each learning outcome is reflected in the structure and content of the chapter — through examples, prompts, activities or knowledge checks. This helps learners track their progress and reinforces the practical value of the material.
Return to your ILOs regularly as you write, to ensure that the content alignment is continuous.