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• W1524146213 abstract "IN NURSING EDUCATION, we voice commitment two main epistemological domains: behaviorism and personal meaning. former domain provides the dominant frame of reference in our classrooms, while the latter is rarely used. struggle between the two creates conflict for those thoughtful nurse educators who believe that learning is not necessarily defined a change in behavior, that teacher-dominated classrooms are not the ideal, and that the classroom application of behaviorism does not create critical, independent thinkers (1). These educators view curriculum as an array of personal encounters.... One encounters the outside world in school, and uses the experiences an instrument of self-realization. It's an intimate affair (2, p. 274). This self-realization allows students find relevance in the curriculum instead of in the school's power grant grades or certificates. Relevance stems from learning embedded in personal context that is rich in meaning for the learner (3). * In this situation, student and teacher work together create meaning. Each player is open and trusting of the other, honest and authentic, and willing accept the possibility of transformation through sharing of perspectives (4). Together we collaborate set the curriculum, classroom rules, and procedures that meet class members' needs, and we deal a group with problems and possibilities form a true community (5). Values are articulated through reflecting upon one's own and others' actions and allowing meaning emerge. * This vision of nursing education served a foundation for a junior-level undergraduate elective entitled Concepts of Caring, which explores caring in nursing by functioning a community and uses stories a foundation of scholarship. At least two, and sometimes three, faculty teach this class, which has been conducted with few six students and many 20. Class Community The pedagogy of caring in nursing begins with knowing self caring and cared for, and progresses knowing caring and worthy of care, knowing nursing a uniquely lived form of caring, and creating personal and social environments sustain caring nursing situations (6, p. 154). Accordingly, the class was designed a power-sharing community in which participants (teachers and students) felt cared for and supported and learned know themselves and caring persons and caring nurses. Faculty and students were remain open and accepting of information exchange of even the most personal kind while emphasizing the safety and confidentiality in the community. In addition, initial instructor suggestions about curriculum, along with receptivity students' proposals, were intended craft a course in which participants' needs and voiced desires were honored, although no one knew exactly how learning about caring would emerge. Faculty also planned promote authenticity, or genuineness, a way to know self and others (6, p. 152). concept of authenticity is defined by Daniel (7, p. 191) through Reeder's work (8) listening the discourse ... of our embodied selves, making it possible hear the desires of another. Daniel believes that this embodied discourse frees us grow in our own way. Faculty planned be self-disclosing and real in their class participation assist in the development of trust and set the stage for the extraction of meaning from dialogue among students and faculty. Constructing Concepts of Caring course was designed consider the concept of caring through caring and being cared for. Instances of noncaring were also explored contrary cases. Caring was not exhaustively defined but simply presented situational, so that students could investigate the concept inductively and construct their own personal meanings. To develop students persons, well furnish a foundation for scholarly inquiry and the development of nursing knowledge, literature from the humanities was integrated into the course (9,10). …" @default.
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• W1524146213 title "EDUCATION for Caring Practice" @default.
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