title: Faculty ways of knowing: the crux of nursing curricula.
abstract: The authors, using the narrative form, examine three epistemological structures that are found in nursing curricula. Those fundamentally different approaches of knowledge acquisition are portrayed and discussed by the director and three staff members from a fictitious nursing school. Although faculty members naturally tend to adhere to their own embedded view of the way one learns, the authors stress the need for judicious blend of the three epistemic orientations when developing nursing curricula.
authors: Faculty of Education, School of Nursing, University of Ottawa, Canada.
authors: R
authors: R
authors: Rancourt
authors: P
authors: P
authors: Guimond-Papai
authors: D
authors: D
authors: Prud'homme-Brisson
mesh_terms: D001291:Attitude of Health Personnel; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004645:Empathy; D019348:Empiricism; D005181:Faculty, Nursing / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D006301:Health Services Needs and Demand; D006808:Humanism; D006801:Humans; D019545:Intuition; D019359:Knowledge; D008128:Logic; D017145:Models, Educational; D016294:Models, Nursing; D033262:Narration; D024802:Nurse's Role / Q000523:psychology; D015404:Nursing Methodology Research; D010687:Philosophy, Nursing; D011340:Problem Solving; D016730:Program Development; D013850:Thinking