A critical pedagogy for family nursing.
Little consideration has been given to the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education. This article emphasizes the importance of students and faculty engaging in a critical analysis of family nursing theory and practice. A pedagogical approach that employs phenomenology, feminism, and critical social theory as observational lenses for examining the ontology and epistemology of family nursing is described. While family nursing is coming to be recognized as an essential element of any nursing curriculum, family nursing pedagogy is in its infancy. Family nurse educators are currently working toward developing curricula and educative processes that will furnish students with a theoretical (scientific) base for family nursing practice and will provide them with opportunities to develop the practice skills they need to work with families (Hanson & Heims, 1992; Wright & Bell, 1989). However, little consideration has been given to examining the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education (Richards & Lansberry, 1995). This article asserts that critical analysis of family nursing theory and practice is integral to family nursing pedagogy and must be a primary consideration in the advancement of family nursing education. The discussion is in two parts. Part I highlights the importance of a critical analysis of family nursing theory and practice including both ontological and epistemological inquiries. Part II describes a critical pedagogy of family nursing that addresses both ontology and epistemology.
Hartrick
G
G
School of Nursing, University of Victoria, British Columbia, Canada.
D003479:Curriculum; D004506:Education, Nursing / Q000592:standards*; D005190:Family; D006801:Humans; D009742:Nursing Theory; D014481:United States