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Published on: June 21, 2010
Developing a Theory of Norm-Criticism in Nursing Education
Caitlin M Nye1, Ellinor Tengelin, Darryl Somayaji
1School of Nursing, SUNY University at Buffalo, Buffalo, New York (Ms Nye and Dr Somayaji); and Department of Health Sciences, Rehabilitation Science, Mid Sweden University, Sweden (Dr Tengelin).
Abstract:
In this article, we explore the core concepts of norm-critical pedagogy developed in Sweden and only recently applied to nursing education praxis. These concepts, norms, power , and othering , are defined and demonstrated with exemplars from recent nursing education research. The theoretical model illustrates the ways in which these elements articulate in relationship to each other in nursing education praxis in ways that are dynamic, interlocking-like the gears of a clock-and resistant to interruption. We discuss the potential of a structurally oriented critical reflexivity-an equal and opposite force to the motion of the gears-to interrupt their motion.
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