Beyond behavioral skills to human-involved processes: relational nursing practice and interpretive pedagogy.
This article argues that the teaching of behavioral communication skills may interfere with the learning of humanistic nursing practice. By inviting readers to consider moving beyond a method approach, the author discusses the pedagogical value of interpretive inquiry for the teaching-learning of relational practice. The author asserts that, as a "nonmethod," a pedagogy of interpretive inquiry can create opportunities for nursing students to learn and experience the transformative power of relationship, gain confidence in their capacity for relational being and a sense of trust in their ability to be with people in ways that are authentic and meaningful, and develop their overall ability to enact humanistic, relational nursing.
Doane
Gweneth A Hartrick
GA
School of Nursing, University of Victoria, British Columbia, Canada. gdoane@uvic.ca
D002983:Clinical Competence; D003142:Communication; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006808:Humanism; D006801:Humans; D017145:Models, Educational; D016294:Models, Nursing; D009723:Nurse-Patient Relations; D011209:Power, Psychological; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods