A critical pedagogy for family nursing

Area of Science:

• Family Nursing
• Nursing Education
• Philosophy of Science

Background:

• Family nursing is increasingly recognized as vital in nursing curricula.
• Existing family nursing theory and practice lack critical examination of underlying philosophical tenets.
• Family nursing pedagogy is underdeveloped, necessitating a focus on theoretical foundations.

Purpose of the Study:

• To emphasize the importance of critically analyzing family nursing theory and practice.
• To explore the influence of philosophical tenets on family nursing education.
• To describe a critical pedagogy for family nursing.

Main Methods:

• Phenomenology, feminism, and critical social theory as analytical lenses.
• Examination of the ontology and epistemology of family nursing.
• Description of a critical pedagogy for family nursing education.

Main Results:

• Critical analysis of family nursing theory and practice is integral to pedagogy.
• Ontological and epistemological inquiries are crucial for advancing family nursing education.
• A critical pedagogy can address the philosophical underpinnings of family nursing.

Conclusions:

• Advancing family nursing education requires a critical examination of its philosophical foundations.
• Integrating critical social theories enhances the depth of family nursing pedagogy.
• Developing a robust family nursing practice necessitates a strong theoretical and philosophical base.