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04:36
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
Published on: August 5, 2020
Patterns of inquiry: curriculum as life experience
1University of Ontario Institute of Technology.
Nursing Science Quarterly
|July 12, 2011
Summary
This study explores how teachers integrate personal experiences and theoretical commitments into curriculum development. It reveals health as expanding consciousness through a narrative research-as-praxis approach in nursing education.
Area of Science:
- Nursing Education
- Curriculum Development
- Qualitative Research
Background:
- Curriculum development is influenced by teachers' personal narratives and philosophical beliefs.
- Integrating personal experiences can enrich the teaching-learning process in higher education.
Purpose of the Study:
- To demonstrate how a teacher's autobiography and theoretical commitments shape curriculum.
- To explore the concept of health as expanding consciousness within nursing education.
Main Methods:
- Narrative inquiry was used to analyze a personal experience within the healthcare system.
- A research-as-praxis approach guided the inquiry process.
- The study involved teaching theory-guided nursing in higher education.
Main Results:
- Curriculum-building was shown to be inclusive of the teacher's autobiography.
- Theoretical and philosophical commitments were identified as significant for teaching-learning.
- Health as expanding consciousness emerged as a key theme.
Conclusions:
- Narrative inquiry and research-as-praxis are valuable methods for understanding curriculum development.
- Personal experiences and theoretical frameworks are integral to effective nursing education.
- The concept of health as expanding consciousness offers a new perspective in nursing.
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