title: A philosophy underlying excellence in teaching.
abstract: 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.
authors.affiliation: School of Health Professions, Faculty of Medicine, Nursing Department, Tel Aviv University, Tel Aviv, Istael. ntabak@post.tau.ac.il
authors.forename: Nili
authors.initials: N
authors.lastname: Tabak
authors.forename: Livne
authors.initials: L
authors.lastname: Adi
authors.forename: Mali
authors.initials: M
authors.lastname: Eherenfeld
mesh_terms: D004506:Education, Nursing; D010687:Philosophy, Nursing; D013663:Teaching