Teaching nursing without lecturing: critical pedagogy as communicative dialogue.
This article is an interpretive analysis of the author's method of teaching nursing to a diverse student body in an associate degree program. Rather than lecturing, the author and her colleagues facilitate small-group discussions, engaging students in communicative dialogue.This method leads to flexibility and openness to student ideas as well as opportunities to share personal stories and dialogue with students. As a result, students are helped to overcome misunderstanding, misconceptions, and misinterpretations of the nursing literature.
Mikol
Carmella
C
Nursing Department, College of Lake County, Grayslake, Illinois, USA. nur534@clcillinois.edu
D001291:Attitude of Health Personnel; D003142:Communication; D003423:Critical Period, Psychological; D018864:Cultural Diversity; D004507:Education, Nursing, Associate / Q000379:methods*; D004645:Empathy; D005181:Faculty, Nursing; D019513:Feminism; D006126:Group Processes; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D016294:Models, Nursing; D008960:Models, Psychological; D033262:Narration; D024802:Nurse's Role; D009723:Nurse-Patient Relations; D009736:Nursing Process; D010687:Philosophy, Nursing; D011209:Power, Psychological; D011340:Problem Solving; D011588:Psychology, Educational; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D013850:Thinking