Horsfall, J and Cleary, M and Hunt, GE, Developing a pedagogy for nursing teaching-learning, Nurse Education Today, 32, (8) pp. 930-3. ISSN 0260-6917 (2012) [Refereed Article]
Copyright 2011 Elsevier Ltd.
Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.
|Item Type:||Refereed Article|
|Keywords:||Education; Learning; Nursing; Pedagogy; Teaching; Values|
|Research Group:||Curriculum and pedagogy|
|Research Field:||Medicine, nursing and health curriculum and pedagogy|
|Objective Group:||Provision of health and support services|
|UTAS Author:||Cleary, M (Professor Michelle Cleary)|
|Web of Science® Times Cited:||22|
|Deposited By:||Health Sciences|
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