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A sharing in critical thought by nursing faculty

J Hendricks-Thomas1, E Patterson

  • 1Faculty of Nursing and Health Sciences, Griffith University-Gold Coast, Queensland, Australia.

Journal of Advanced Nursing
|September 1, 1995
PubMed
Summary

Nurse education faces a hidden patriarchal curriculum. A critical collective formed to implement curriculum revolution changes, ensuring humanistic values and critical thought are integrated into practice, not just documents.

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Area of Science:

  • Nursing Education
  • Curriculum Studies
  • Sociology of Education

Background:

  • Nurse education programs exhibit both overt (humanistic, critical thought) and covert (patriarchal, means-end rationality) curricula.
  • A 'curriculum revolution' mandate urged nurse educators to critically examine their practice's underlying assumptions and values.

Purpose of the Study:

  • To explore the formation of a 'critical collective' of nurse academics.
  • To develop strategies for implementing curriculum revolution principles within nurse education.
  • To prevent the 'curriculum revolution' from becoming mere rhetoric.

Main Methods:

  • Formation of a collective of nurse academics committed to change.
  • Development of strategies to facilitate change within the academic work environment.

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Main Results:

  • The collective aimed to bridge the gap between the ideals of the curriculum revolution and actual practice.
  • Strategies were developed to ensure the practical application of humanistic and critical pedagogical approaches.

Conclusions:

  • Addressing the covert curriculum in nursing education is crucial for fostering responsiveness to societal needs and promoting egalitarian relationships.
  • The formation of critical collectives can be an effective strategy for driving meaningful change in academic practice.