Creating a Research Base for Nursing Education: An Interpretive Review of Conventional, Critical, Feminist, Postmodern, and Phenomenologic Pedagogies


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Abstract

The National League for Nursing Priorities for Nursing Education Research calls educators (1) to increase their pedagogic literacy to meet the challenges of the changing social, health care, and educational worlds and (2) to develop research-based pedagogies for nursing. This interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies facilitates the pedagogic literacy of faculty members and provides a background for research-based nursing education. An example of a research-based pedagogy, Narrative Pedagogy, which developed through interpretive (hermeneutic) studies of the lived experiences of students, teachers, and clinicians in nursing education, is explicated.

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