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Curriculum in crisis, pedagogy in disrepair: A provocation

Citation

Walker, KN, Curriculum in crisis, pedagogy in disrepair: A provocation, Contemporary Nurse: A Journal for The Australian Nursing Profession, 32, (1-2) pp. 19-29. ISSN 1037-6178 (2009) [Refereed Article]

Copyright Statement

Copyright 2009 eContent Management

Official URL: http://www.contemporarynurse.com/archives/vol/32/i...

DOI: doi:10.5172/conu.32.1-2.19

Abstract

In this admittedly partisan text, I examine the broad contours of the nursing curriculum and pedagogy in Australia today (and while this unashamed parochialism might limit for an international audience the ideas herein, the issues being given voice might also resonate unexpectedly with those who harbour similar concerns in their part of the world). Much of what follows is drawn from personal observations over the last thirty years and frequent and often fraught conversations with peers and colleagues who have long worked in the tertiary and health service sectors. While there is a growing body of literature that supports many of the claims here there is also relative published silence around others that are perhaps more contentious. Keywords: nursing practice; nursing curriculum; pedagogy; assessment; evaluation; training

Item Details

Item Type:Refereed Article
Research Division:Medical and Health Sciences
Research Group:Nursing
Research Field:Nursing not elsewhere classified
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Nursing
Author:Walker, KN (Professor Kim Walker)
ID Code:87117
Year Published:2009
Web of Science® Times Cited:9
Deposited By:Health Sciences B
Deposited On:2013-11-07
Last Modified:2013-12-19
Downloads:0

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