title: Developing a pedagogy for nursing teaching-learning.
abstract: Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.
authors.affiliation: Sydney Local Health Network, Concord Hospital, Hospital Road, Concord, New South Wales, 2139, Australia.
authors.forename: Jan
authors.initials: J
authors.lastname: Horsfall
authors.forename: Michelle
authors.initials: M
authors.lastname: Cleary
authors.forename: Glenn E
authors.initials: GE
authors.lastname: Hunt
mesh_terms: D004506:Education, Nursing / Q000458:organization & administration*; D005181:Faculty, Nursing; D006801:Humans; D007858:Learning; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010687:Philosophy, Nursing; D013663:Teaching / Q000379:methods*