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A philosophy underlying excellence in teaching
Nili Tabak1, Livne Adi, Mali Eherenfeld
1School of Health Professions, Faculty of Medicine, Nursing Department, Tel Aviv University, Tel Aviv, Istael. ntabak@post.tau.ac.il
Nursing Philosophy : an International Journal for Healthcare Professionals
|September 13, 2003
Summary
This article explores nursing education, focusing on critical thinking and the educator
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Traditional nursing education models are evolving.
- The role of the educator extends beyond knowledge dissemination.
- Critical thinking is paramount in modern nursing practice.
Purpose of the Study:
- To examine changing paradigms in nursing knowledge.
- To analyze the educator's role in fostering critical thinking and praxis.
- To address power dynamics and potential inequalities in the student-teacher relationship.
Main Methods:
- Conceptual analysis of knowledge, power, and educational relationships.
- Exploration of the educator as a role model and facilitator.
- Illustrative examples from clinical nursing settings.
Main Results:
- The educator's role is multifaceted, involving knowledge provision, critical thinking facilitation, and coping strategy development.
- The relationship between knowledge and power can create injustice and inequality.
- Differential power exists for educators across various clinical areas.
Conclusions:
- Nursing education must adapt to new knowledge paradigms.
- Addressing power imbalances is crucial for equitable student-teacher relationships.
- Educators need strategies to mitigate power differentials in clinical education.