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Related Experiment Videos

Teaching qualitative research: a metaphorical approach.

Stephen H Cook1, M Frances Gordon

  • 1Mental Health Nursing, Middlesex University and Family and Systemic Family Therapist, London, UK. s.cook@mdx.ac.uk

Journal of Advanced Nursing
|August 25, 2004
PubMed
Summary

Analogies and metaphors are powerful teaching tools that help students link new knowledge to existing concepts. Further research is needed to fully understand their cognitive impact in nursing and education.

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Area of Science:

  • Linguistics
  • Philosophy of Science
  • Cognitive Psychology

Background:

  • The significance of analogy and metaphor in Western thought dates back to Plato and Aristotle.
  • Contemporary philosophers of science highlight their role in scientific theory development.
  • Linguists and psychologists recognize metaphors as fundamental cognitive processes with epistemological functions.

Purpose of the Study:

  • To explore the implications of analogy and metaphor theory for nursing and educational practices.
  • To demonstrate the application of this theory in teaching qualitative research.
  • To assess the potential of analogy and metaphor as a teaching strategy.

Main Methods:

  • Reflection on practical experiences using analogy and metaphor in teaching qualitative research.

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  • Analysis of the wider implications for health and educational practices.

    • Main Results:

    • Analogies and metaphors facilitate creative links between existing and new knowledge, aiding assimilation.
    • Metaphors can be culturally transferable and introduce humor into complex subjects.
    • Their use in nursing and education is under-researched.

    Conclusions:

    • Analogies and metaphors are potent educational strategies with significant potential.
    • Further research is required to understand their cognitive mechanisms in nurse education and clinical practice.