Recontextualizing learning in nursing education: taking an ontological turn

Area of Science:

• Nursing Education
• Philosophy of Nursing
• Healthcare Professional Development

Background:

• Nursing education traditionally emphasizes translating knowledge into clinical action for safe practice.
• The current curriculum structure may not fully address the subjective and contextual elements of nursing.
• A need exists to explore deeper philosophical underpinnings within nursing pedagogy.

Purpose of the Study:

• To investigate the potential of an ontological turn in nursing education.
• To re-examine interpersonal communication within nursing curricula through an ontological lens.
• To explore how shifting the epistemology-ontology relationship can enhance nursing practice.

Main Methods:

• Conceptual analysis of nursing education's ontological and epistemological foundations.
• Examination of interpersonal communication as a key area for ontological exploration.
• Theoretical exploration of integrating subjectivity and context into nursing knowledge and action.

Main Results:

• An ontological orientation could fundamentally shift nursing education's focus.
• Interpersonal communication offers a rich area to explore the intersection of knowledge, subjectivity, and context.
• Rethinking the epistemology-ontology relationship can foster more confident and competent nursing practice.

Conclusions:

• An ontological turn in nursing education is a viable and potentially transformative approach.
• Integrating ontological principles can better prepare nurses for complex, contemporary healthcare environments.
• Further research into pedagogical strategies for an ontological approach in nursing is warranted.