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What does it mean to be well taught? A hermeneutic course evaluation
1University of Northern British Columbia, Prince George, Canada.
The Journal of Nursing Education
|May 1, 1995
Summary
This study explores hermeneutic course evaluation in nursing education. Findings show that effective teaching involves balancing structure and flexibility, distinguishing learning from being well taught.
Area of Science:
- Nursing Education
- Curriculum Development
- Phenomenology
Background:
- Innovative nursing curricula require congruent evaluation methods.
- Traditional course evaluations may not capture the full essence of the learning experience.
- The need for deeper understanding in nursing education evaluation is growing.
Purpose of the Study:
- To explore hermeneutic course evaluation within a practice-driven, phenomenological baccalaureate nursing curriculum.
- To analyze the distinction between student learning and the experience of being well taught.
- To identify key elements of effective teaching practices in nursing education.
Main Methods:
- Phenomenological approach to a 4-year baccalaureate curriculum.
- Hermeneutic analysis of course evaluation data.
- Interpretation of data from an introduction to nursing course over two years.
Main Results:
- A distinction was found between 'learning' and 'being well taught'.
- The theme 'being well taught as experiencing structure' emerged.
- Effective teaching requires a balance between specificity and flexibility.
Conclusions:
- Hermeneutic evaluation can reveal a course's phenomenological nature.
- Evaluations uncovering taken-for-granted aspects offer deeper insights than traditional methods.
- Narrative holds transformative power in situating and extending nursing student learning.