Nursing pedagogy and the intergenerational discourse.
This article examines the effects of intergenerational diversity on pedagogical practice in nursing education and highlights the need for nurse educators to engage in a critical discourse regarding the adequacy of current pedagogy in fostering an ethos that can optimize the teaching-learning process and promote ongoing learning for the future. It is evident that further research is needed to promote awareness and understanding of the expectations of today's students and to reform nursing pedagogy to accommodate the current generation of learners in colleges and universities. In this article, the context of intergenerational diversity is explored, the importance of evidenced-based practice is reinforced, and current nursing pedagogy is examined, with the intention to stimulate a philosophical discourse among nurse educators regarding fundamental values and beliefs about pedagogical practice.
Earle
Vicki
V
Faculty of Nursing, University of Alberta, Edmonton, Canada. vearle@cns.nf.ca
Myrick
Florence
F
D001291:Attitude of Health Personnel; D018864:Cultural Diversity; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D055317:Evidence-Based Practice; D005181:Faculty, Nursing / Q000458:organization & administration; D005544:Forecasting; D006301:Health Services Needs and Demand; D006801:Humans; D016901:Intergenerational Relations; D007400:Interprofessional Relations; D017145:Models, Educational; D016294:Models, Nursing; D010687:Philosophy, Nursing; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000458:organization & administration