2.50
Hdl Handle:
http://hdl.handle.net/10755/159206
Type:
Presentation
Title:
New Pedagogies for Teaching Thinking: Thinking AS Questioning
Abstract:
New Pedagogies for Teaching Thinking: Thinking AS Questioning
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2007
Author:Ironside, Pamela, PhD, RN, FAAN
P.I. Institution Name:Indiana University
Contact Address:School of Nursing - NU 478, 1111 Middle Drive, Indianapolis, IN, 46202-5107, USA
As new pedagogies from higher education are being implemented and discipline-specific pedagogies developed, the assumptions of conventional approaches to teaching and learning thinking in nursing are being challenged and deconstructed. For instance, teachers and students commonly assume a) there is a direct and corresponding relationship between content knowledge and its application in clinical contexts and b) that the application of content knowledge provides adequate evidence of students' thinking abilities. Research suggests that while content knowledge is necessary for practice, it is insufficient. Indeed, nursing students must be prepared to think through the complex situations they encounter from multiple perspectives - situations in which there may not be one - "right or best" answer. Discipline-specific pedagogies, such as Narrative Pedagogy, are sensitive to the pressures and contingencies of contemporary nursing practice. Yet, evaluating the efficacy and significance of these pedagogies commonly revolves around the conventional pedagogical commitments to knowledge and thinking. In a recent study funded by the NLN it was discovered that extant tools for evaluating new pedagogies commonly reflect the philosophical and theoretical commitments of conventional pedagogy. As new pedagogies are developed and enacted in nursing, re-interpreting the nature of knowledge and thinking reveals new possibilities for teaching and pedagogical research in nursing. This paper reports findings from a 3-year study examining how teachers use Narrative Pedagogy and how this influences students' thinking. Using interpretive phenomenology and hermeneutics, the interviews of 30 students and teachers were analyzed. The theme Thinking AS Questioning elucidates how teachers using Narrative Pedagogy are re-interpreting knowledge and thinking in the context of nursing education and the meaning and significance this holds for students' emerging practice. The implications of this research include providing teachers with research-based approaches for teaching thinking and illuminating new avenues for pedagogical research that reflect the reform being undertaken.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNew Pedagogies for Teaching Thinking: Thinking AS Questioningen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159206-
dc.description.abstract<table><tr><td colspan="2" class="item-title">New Pedagogies for Teaching Thinking: Thinking AS Questioning</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Ironside, Pamela, PhD, RN, FAAN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Indiana University</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing - NU 478, 1111 Middle Drive, Indianapolis, IN, 46202-5107, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">pamirons@iupui.edu</td></tr><tr><td colspan="2" class="item-abstract">As new pedagogies from higher education are being implemented and discipline-specific pedagogies developed, the assumptions of conventional approaches to teaching and learning thinking in nursing are being challenged and deconstructed. For instance, teachers and students commonly assume a) there is a direct and corresponding relationship between content knowledge and its application in clinical contexts and b) that the application of content knowledge provides adequate evidence of students' thinking abilities. Research suggests that while content knowledge is necessary for practice, it is insufficient. Indeed, nursing students must be prepared to think through the complex situations they encounter from multiple perspectives - situations in which there may not be one - &quot;right or best&quot; answer. Discipline-specific pedagogies, such as Narrative Pedagogy, are sensitive to the pressures and contingencies of contemporary nursing practice. Yet, evaluating the efficacy and significance of these pedagogies commonly revolves around the conventional pedagogical commitments to knowledge and thinking. In a recent study funded by the NLN it was discovered that extant tools for evaluating new pedagogies commonly reflect the philosophical and theoretical commitments of conventional pedagogy. As new pedagogies are developed and enacted in nursing, re-interpreting the nature of knowledge and thinking reveals new possibilities for teaching and pedagogical research in nursing. This paper reports findings from a 3-year study examining how teachers use Narrative Pedagogy and how this influences students' thinking. Using interpretive phenomenology and hermeneutics, the interviews of 30 students and teachers were analyzed. The theme Thinking AS Questioning elucidates how teachers using Narrative Pedagogy are re-interpreting knowledge and thinking in the context of nursing education and the meaning and significance this holds for students' emerging practice. The implications of this research include providing teachers with research-based approaches for teaching thinking and illuminating new avenues for pedagogical research that reflect the reform being undertaken.</td></tr></table>en_GB
dc.date.available2011-10-26T21:48:16Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:48:16Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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