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Fostering dialogical community through a learning experience

E J Porter1

  • 1University of Wisconsin-Oshkosh, USA.

The Journal of Nursing Education
|May 1, 1995
PubMed
Summary
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This study explores dialogue and community in nursing education through a capstone seminar. A specific learning experience transformed the instructor

Area of Science:

  • Nursing Education
  • Higher Education Pedagogy

Background:

  • Recent nursing education literature frequently emphasizes dialogue and community.
  • The author's teaching experience in a baccalaureate program for registered nurses (RNs) provided a new perspective on these concepts.

Purpose of the Study:

  • To discuss the transformation in understanding dialogue and community within nursing education.
  • To examine a specific learning experience in a capstone seminar for RNs.
  • To explore the philosophical underpinnings of fostering dialogical community.

Main Methods:

  • A qualitative approach was used, focusing on a single learning experience within a capstone seminar.
  • The learning experience is described in detail.
  • Student comments and reflections on the experience are cited.

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Main Results:

  • The learning experience fostered a deeper understanding of dialogue and community among students.
  • Student feedback indicated a positive impact on their perception of community and dialogical engagement.

Conclusions:

  • The specific learning experience provided a practical model for cultivating dialogical community in nursing education.
  • Findings offer insights into enhancing nursing curricula by integrating experiential learning focused on dialogue and community.
  • The study contributes to the discourse on effective pedagogical strategies in advanced nursing programs.