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Putting Socrates back in Socratic method: Theory-based debriefing in the nursing classroom
Christine Sorrell Dinkins1, Pamela R Cangelosi2
1Wofford College, Spartanburg, South Carolina.
Summary
Rediscover the Socratic method by examining Plato's dialogues to enhance nursing education. This approach fosters critical thinking and self-reflection, improving debriefing in nursing classrooms.
Area of Science:
- Education
- Philosophy
- Nursing
Background:
- The Socratic method is widely used but often misunderstood, losing its connection to its origins.
- Nursing education leaders advocate for theory-based debriefing in curricula.
Purpose of the Study:
- To clarify the Socratic method's theory and principles by consulting Plato's original dialogues.
- To demonstrate the applicability of Socratic questioning in nursing education for enhanced debriefing.
Main Methods:
- Analysis of Socratic method within Plato's dialogues.
- Overview of key Socratic principles and techniques.
- Illustration of Socratic teaching with nursing classroom examples.
Main Results:
- Socratic questioning enhances critical thinking and self-reflection in learners.
- The learner-centered design of the Socratic method aligns with principles of care.
- Direct study of Plato's dialogues offers a deeper understanding of the Socratic method.
Conclusions:
- A robust understanding of the Socratic method from primary sources can inform nurse educators.
- Intentional and informed Socratic questioning improves debriefing practices in nursing education.
- The Socratic method is a valuable pedagogical tool for nursing faculty and students.
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