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Teaching the Practitioners of Care

New Pedagogies for the Health Professions

Edited by Nancy L. Diekelmann

Publication Year: 2003

Contributors
Nancy L. Diekelmann
Karin Dahlberg
Margaretha Ekebergh
Pamela M. Ironside
Kathryn Hopkins Kavanagh
Melinda M. Swenson
Sharon L. Sims
Rosemary A. McEldowney
Jan D. Sinnott

Published by: University of Wisconsin Press

Title Page Copyright Page

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pp. 2-5

Contents

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pp. v-9

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Introduction

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pp. 3-21

Do faculty in the health professions, even as they support the need to imple-ment innovation and reform, continue to teach as they were taught and for aA rapidly changing healthcare system, the shift to community-basedcare, and increasing diversity in student populations are challenginghealth professions schools. Yet curricula in many of these schools con-...

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1. Converging Conversations from Phenomenological Pedagogies: Toward a Science of Health Professions Education

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pp. 22-58

The discipline of nursing, like all health sciences, is firmly committedto developing a science for practice. Serious scholarship in nursing con-tinues to expand the body of knowledge (evidence) upon which practic-ing nurses can draw to insure their practice is research-based. But, doesthis commitment extend to nursing education? Should there be a sci-...

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2. Mirrors: A Cultural and Historical Interpretation of Nursing’s Pedagogies

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pp. 59-153

The histories of nursing and nursing pedagogies—including the art,craft, work, and acts (Carlson & Apple, 1998), and the thinking aboutand comportment associated with teaching (Ironside, 2000)—mirrorthe social and cultural ethos of varied times and circumstances. Perhapsmore than any other occupation, nursing has been shaped by social con-...

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3. Listening to Learn: Narrative Strategies and Interpretive Practices in Clinical Education

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pp. 154-193

Clinical education in the health professions arises from a long tradition of lecture, demonstration, mentoring, apprenticeship, practice, memorization, repetition, and objective testing. The focus has been on content and the achievement of teacher-directed outcomes. This traditional model has worked well in the past, but is being challenged as the world of healthcare...

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4. Critical Resistance Pathways: Overcoming Oppression in Nursing Education

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pp. 194-231

My interest in exploring the practices of resisting and accommodatingoppression in nursing and nursing education arose from my nursing ex-periences. In 1995, I explored how nurse educators resisted oppressionand, subsequently, I developed the concept of a critical resistance path-way (CRP). The CRP represents a course of action, direction, passage,...

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5. Teaching as Nourishment for Complex Thought: Approaches for Classroom and Practice Built on Postformal Theory and the Creation of Community

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pp. 232-272

Developmental Psychology, I did not think of teaching as “nourishmentfor life.” But I did think teaching was good for passing information onfrom the informed to the uninformed. This was how I had always experi-One day I had what I thought was a bright idea: I decided to createa course that our department did not yet offer, a course in my area of...

Contributors

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pp. 273-278

Index

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pp. 279-284


E-ISBN-13: 9780299184834
E-ISBN-10: 0299184838
Print-ISBN-13: 9780299184841
Print-ISBN-10: 0299184846

Page Count: 292
Publication Year: 2003

Edition: 1
Series Title: Interpretive Studies in Healthcare