Emancipatory teaching-learning philosophy and practice education in acute care: navigating tensions.
Much has been written in the nursing literature about the intentions and desires of a transformatory movement in nursing education. However, dialogue and critique related to actual implementation of a curriculum revolution begun in the late 1980s are lacking. The acute care context of nursing practice holds particular challenges for faculty teaching in an emancipatory curriculum. How do faculty implement a philosophy of teaching-learning congruent with the curriculum revolution, in the context of an acute care setting that privileges empirical knowledge and values a behaviorist paradigm? In this article, we provide an example of one teaching approach grounded in an emancipatory ideology: critical questioning. We also discuss some of the tensions we associate with teaching-learning in an acute care context and our experiences of navigating these tensions.
Randall
Carla E
CE
University of Southern Maine, College of Nursing and Health Professions, 51 Westminster Street, 162H, Lewiston, ME 04240, USA. randallc@usm.maine.edu
Tate
Betty
B
Lougheed
Mary
M
D000208:Acute Disease / Q000451:nursing*; D001291:Attitude of Health Personnel; D001527:Behaviorism; D002983:Clinical Competence; D003142:Communication; D003479:Curriculum; D034462:Dissent and Disputes; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D005610:Freedom; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D019359:Knowledge; D007858:Learning; D017145:Models, Educational; D009936:Organizational Innovation; D010687:Philosophy, Nursing; D018794:Problem-Based Learning; D011588:Psychology, Educational; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching; D013850:Thinking