A philosophy underlying excellence in teaching.
This article discusses nursing education and changing paradigms of knowledge, emphasizing critical thinking, nursing praxis, and the place of the educator as a role model who provides knowledge, facilitates critical thinking, and teaches students how to cope with the knowledge. It interprets the connection between knowledge and power as a potential source of injustice and inequality in the student-teacher relationship; and tries to solve this problematic issue by annulling the differences in power. Examples from clinical areas are presented to illustrate differential power the educator-teacher-researcher has in different clinical areas.
Tabak
Nili
N
School of Health Professions, Faculty of Medicine, Nursing Department, Tel Aviv University, Tel Aviv, Istael. ntabak@post.tau.ac.il
Adi
Livne
L
Eherenfeld
Mali
M
D004506:Education, Nursing; D010687:Philosophy, Nursing; D013663:Teaching