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Teaching feminist group process within a nursing curriculum.

E Banister¹, R Schreiber

¹School of Nursing, University of Victoria, British Columbia, Canada.

The Journal of Nursing Education

|March 4, 2000

Summary

Nurse educators can foster student praxis through emancipatory teaching. This study explores teaching feminist group process using experiential learning, offering practical recommendations for nursing education.

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Area of Science:

Nursing Education
Social Theory
Feminist Pedagogy

Background:

Nurse educators face challenges in developing emancipatory teaching methods.
Integrating feminist group process within curricula grounded in phenomenology, feminism, and critical social theory presents unique pedagogical hurdles.

Purpose of the Study:

To discuss the challenges and rewards of teaching feminist process to nursing and other students.
To share recommendations based on practical experience (praxis) in implementing experiential learning opportunities.

Main Methods:

The study involved teaching feminist group process within a curriculum framework of phenomenology, feminism, and critical social theory.
Experiential learning opportunities were created to facilitate student engagement with feminist process.

Main Results:

Teaching feminist process through experiential learning offers both significant challenges and rewards for educators and students.
The authors' praxis provided valuable insights into effective pedagogical strategies.

Conclusions:

Emancipatory teaching approaches are crucial for developing student praxis in nursing.
Experiential learning is an effective method for teaching complex concepts like feminist group process.
Recommendations derived from this praxis can guide future nursing education initiatives.

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