Teaching can never be innocent: fostering an enlightening educational experience.

Full Abstract

Becoming cognizant of the actual and potential oppressive dimensions of the teaching practices of nurse educators is essential in establishing a more democratic and enlightening experience for both teachers and students. Although there has been an ardent trend toward the promotion of critical thinking and reflective ability among nursing students, rarely has attention focused on the ability of nurse educators to be critically reflective of their own teaching. The authors pose key questions about the reality of nursing education today and how it can sometimes continue to reflect a philosophy that seems to contravene the notion of a more liberated approach to teaching. In that process, they reflect critically on the subtle incongruities and complexities between teachers' intentions and their practice.

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Author information

First Name	LastName	Initials
Florence	Myrick	F
Deborah	Tamlyn	D

Affiliation: Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada. flo.myrick@ualberta.ca

Grants:

Journal and publication information

Publication Type: Journal Article; Review

Journal: The Journal of nursing education (J Nurs Educ).

Reference: 2007-Jul; vol 46 (issue 7) : pp 299-303

Language: eng

PMID: 17711066 (status: MEDLINE) (last retrieval date: 11/30/2007)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attitude of Health Personnel
Communication
Curriculum
Democracy
Education, Nursing, Baccalaureate - organization & administration
Faculty, Nursing - organization & administration
Freedom
Great Britain
Health Knowledge, Attitudes, Practice
Humans
Intention

Intention
Interprofessional Relations
Models, Educational
North America
Organizational Innovation
Philosophy, Nursing
Power (Psychology)
Self Assessment (Psychology)
Students, Nursing - psychology
Teaching - organization & administration
Thinking

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