Recontextualizing learning in nursing education: taking an ontological turn.
An ontological focus has been embedded within nursing education since its inception. There has been a strong emphasis on teaching students to become safe, competent nurses by translating knowledge into clinical action. But how would nursing education shift if we were to more intentionally orient the educative process ontologically and explicitly put epistemology at the service of ontology? We consider this question of an ontological turn in nursing education by examining what is commonly referred to in nursing curricula as interpersonal communication. With the goal of providing learning opportunities that can support students to develop confident and competent practice within the shifting, complex terrain of contemporary health care milieus, we explore the possibility of shifting the relationship between epistemology and ontology, and purposefully orienting the educative process in such a way that emphasizes and illuminates the manner in which nursing knowledge and action intersect with subjectivity and context.
School of Nursing, University of Victoria, Box 1700, Victoria, British Columbia V8W2Y2, Canada. gdoane@uvic.ca
Gweneth Hartrick
GH
Doane
Helen
H
Brown
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003142:Communication; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D007398:Interpersonal Relations; D019359:Knowledge; D017145:Models, Educational; D016294:Models, Nursing; D010687:Philosophy, Nursing; D018794:Problem-Based Learning; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking