PMID: 16619907Apr 20, 2006Paper

Transformative teaching in nursing education: leading by example

Collegian : Journal of the Royal College of Nursing, Australia
Margaret McAllister

Abstract

This is the second in a pair of articles exploring critical education, an illuminating philosophy relevant to practice development facilitators, clinical teachers, academics, clinicians and others involved in the rethinking of nursing practice. I argue that critical education and its practice equivalent-transformative teaching and learning, can restore optimism in those who feel that longstanding practice problems have become insoluble. It can provide clear direction to assist new nurses, students and lifelong learners to become strategic about change, aware of the rich and varied history of their profession, critical thinkers and creative solution generators. In this article, I move beyond the forming phase of the teacher-student relationship to the building, or working phase of learning. Two particular ways of encouraging critical thinking are emphasised: reflective practice and dialectical critique. In order to move beyond the purely abstract, I draw on my experiences teaching undergraduate and postgraduate students, and clinicians working in education, practice and research.

References

Jul 11, 2000·British Journal of Nursing : BJN·A Cooney

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Citations

Sep 27, 2012·International Journal of Mental Health Nursing·Chris Dawber
Oct 1, 2019·JBI Evidence Synthesis·Patricia McInerney, Lionel Patrick Green-Thompson
Feb 18, 2017·BMC Medical Education·Rebecca TerryNikki Milne
Jan 23, 2008·Health Information Management : Journal of the Health Information Management Association of Australia·Anne Marks, Jean McIntosh
Apr 17, 2010·Collegian : Journal of the Royal College of Nursing, Australia·McAllister MargaretJudith Godden

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