Towards a plurality of perspectives for nurse educators

Area of Science:

• Nursing Education
• Pedagogy
• Educational Psychology

Background:

• Existing literature often oversimplifies teaching and learning strategies in nursing education.
• Teaching effectiveness is context-dependent, influenced by educators' beliefs, intentions, and actions.
• A generalized approach to teaching strategies may not be universally effective.

Purpose of the Study:

• To challenge the unproblematic presentation of teaching strategies in nursing education.
• To introduce a conceptual framework of a plurality of effective teaching.
• To provide nurse educators with tools for critical reflection and inter-philosophical communication.

Main Methods:

• Conceptual analysis of teaching and learning strategies in nursing education.
• Development of five distinct 'perspectives on teaching' based on beliefs, intentions, and actions.
• Illustration of each perspective with case examples from nursing education.

Main Results:

• Identified five unique 'perspectives on teaching' within nursing education.
• Demonstrated how beliefs, intentions, actions, and strategies form integrated teaching perspectives.
• Highlighted the diversity of effective teaching approaches.

Conclusions:

• Effective teaching strategies are not universally applicable but are context-specific and aligned with individual educators.
• The proposed conceptualization supports enhanced communication and critical reflection among nurse educators.
• Adopting a plurality of effective teaching acknowledges and respects diverse pedagogical philosophies.