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Power for nursing education.
1Department of Curriculum Studies, Institute of Education, London, England.
Journal of Advanced Nursing
|November 1, 1990
Summary
This study explores power dynamics in nursing education, analyzing organizational structures and professional strategies. It advocates for developing pedagogical expertise and research to establish a lasting academic identity in nursing education.
Area of Science:
- Nursing Education
- Sociology of Professions
- Organizational Studies
Background:
- Power and politics are frequently discussed in nursing literature but underrepresented in nursing education scholarship.
- This paper addresses the gap by introducing power as a critical issue within nursing education.
Purpose of the Study:
- To define power concepts relevant to nursing education.
- To examine power relationships and strategies within nursing educational settings.
- To evaluate the efficacy of current power-seeking strategies and propose alternatives.
Main Methods:
- Exploration of two definitions of power: organizational and empowering profession.
- Application of a theoretical framework to analyze power dynamics in curriculum decision-making.
- Examination of explicit strategies for gaining power in nursing colleges.
Main Results:
- Identified power inherent in organizational structures and the concept of nursing education as an empowering profession.
- Analyzed power relationships through 'overt conflict' and 'control of the institution's agenda' lenses.
- Found current power-seeking strategies in nursing colleges to be of questionable efficacy.
Conclusions:
- Existing frameworks for understanding power in nursing education are insufficient.
- Alternative strategies aligned with the professional educator role are advocated.
- The most sustainable power for nursing education lies in developing pedagogical expertise and a strong research base, fostering an academic identity.