title: Knowing nursing through inquiry: engaging students in knowledge creation.
abstract: Two nurse educators share a nursing knowledge course, which was created as a forum for questioning and discovery, thereby revealing a process of knowing nursing through inquiry. The process of inquiry in nursing praxis is emphasized, facilitating students' understanding that they are knowledge-users and creators. With students, we explore the construction of praxis, which includes being/becoming (ontology), knowing (epistemology), and doing (actions with consequences). Nursing knowledge is understood to arise from philosophy, world views, nursing theories, patterns of knowing, evidence-based research, and standards of practice. Students are encouraged to critically reflect on and use what is congruent with their praxis and to construct new knowledge. Exemplars from nurse educators and students are presented as evidence of our claim for furthering the science of nursing education.
authors.affiliation: School of Health and Community Services, Durham College, Oshawa, Ontario, Canada.
authors.forename: Fabiola
authors.initials: F
authors.lastname: Longo
authors.forename: Gail
authors.initials: G
authors.lastname: Lindsay
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D019359:Knowledge; D033262:Narration; D009864:Ontario; D010687:Philosophy, Nursing; D018794:Problem-Based Learning / Q000379:methods*