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Related Experiment Videos

"Covering content" and teaching thinking: deconstructing the additive curriculum.

Pamela M Ironside1

  • 1University of Wisconsin-Madison, School of Nursing, Clinical Science Center, K6/354, 600 Highland Avenue, Madison, WI 53792-2455, USA. pjmagnus@wisc.edu

The Journal of Nursing Education
|January 30, 2004
PubMed
Summary
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Nurse educators often add content without removing any, assuming this covers learning. This study reveals that "covering content" does not necessarily equate to fostering critical thinking in nursing students.

Area of Science:

  • Nursing Education
  • Pedagogy
  • Curriculum Development

Background:

  • Conventional pedagogy in nursing education prioritizes content coverage for contemporary practice.
  • Nursing curricula are increasingly complex due to expanding knowledge and healthcare system changes.
  • An assumption exists that covering content automatically leads to student thinking.

Purpose of the Study:

  • To examine the relationship between covering curriculum content and fostering critical thinking in nursing students.
  • To explicate the lived experiences of nurse educators using interpretive pedagogies.

Main Methods:

  • The study employed Heideggerian hermeneutics.
  • Analysis focused on common experiences of educators using interpretive teaching methods.

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Main Results:

  • A key theme identified is the tension between 'covering content' and 'teaching thinking'.
  • The additive nature of nursing curricula was deconstructed.

Conclusions:

  • Simply covering content in nursing education may not effectively develop essential thinking skills.
  • Rethinking curriculum design is necessary to move beyond an additive model and promote deeper learning.