Learn More
The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any(More)
BACKGROUND Much has been published related to the epistemology of Heideggerian hermeneutic research. We seek to reveal insights from our experience of enacting such research. OBJECTIVE To articulate the lived experience of 'doing' Heideggerian hermeneutic research. DESIGN The authors of this paper shared their experiences with the primary author towards(More)
It is not the case that impact factors are unhelpful and that their use should be abolished. Indeed, ISI is continuing to refine existing and develop new databases to provide important information to researchers, administrators, librarians, and editors. Impact factor data do provide useful information for the review process if used judiciously and with an(More)
AIM This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. BACKGROUND International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary(More)
Teachers and educational researchers in nursing have persisted in their attempts to teach students critical thinking and to evaluate the effectiveness of these efforts. Yet, despite the plethora of studies investigating critical thinking, there is a paucity of research providing evidence that teachers' efforts improve students' thinking. The purpose of this(More)
The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a(More)
The purpose of this pilot study was to assess the educational research currently conducted in U.S. schools of nursing. In this article, we describe the results from a small sample of schools of nursing (N = 21) and report the prevalence, type and level of funding for educational research, perceived barriers to developing and conducting rigorous programs of(More)
For more than 25 years, reliance on conventional pedagogy has led nurse educators to persistently focus on what students need to learn to enter contemporary practice settings. Therefore, as biomedical and nursing knowledge grows and the health care system in which students will practice becomes increasingly complex, content is persistently added to nursing(More)
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(More)