title: Beyond behavioral skills to human-involved processes: relational nursing practice and interpretive pedagogy.
abstract: 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.
authors.affiliation: School of Nursing, University of Victoria, British Columbia, Canada. gdoane@uvic.ca
authors.forename: Gweneth A Hartrick
authors.initials: GA
authors.lastname: Doane
mesh_terms: 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