2.50
Hdl Handle:
http://hdl.handle.net/10755/304506
Category:
Full-text
Type:
Presentation
Title:
Ethical Knowing in the Classroom and the Care of Underserved Populations
Author(s):
Nosek, Marcianna
Lead Author STTI Affiliation:
Alpha Eta
Author Details:
Marcianna Nosek, CNM, MPH, PhD, mnosek@usfca.edu
Abstract:

Session presented on: Thursday, July 25, 2013

Purpose: The purspose of this study was to examine how ethical knowing is created in the setting of graduate level nursing education regarding the care of undersered and marginalized populations. Gadamer's writing of phronesis and hermeneutic philosophy provide the philosophical foundation and framework for the study.' Specific aims include: to create opportunities for ethical knowing or phronetic experience in the classroom; to bring together two diverse groups with different life experiences and prospectives, i.e., nursing students and formerly incarcerated adults together in a dialectic and dialogic way; to develop new meanings and understandings about ethical knowing or phronesis as it relates to nursing care generally and to caring for specific groups, like formerly incarcerated adults.

Methods: This qualitative study incorporated the use of focus groups of both students and the previously incarcerated panelists before and after a class in which formerly incarcerated adults presented about their life experiences as the authorities on poverty, stigma, drug addiction, hope, recovery, and change.

Results: Findings articulated participants' pre-class expectations which included fear, curiosity, skeptism and excitement, and they described a phronesis in action as transformations of prior understandings of the subject matter.' The effect of the class continued to influence understanding of caring for, and being cared for, by both students and panelists.

Conclusion: These initial findings suggest that through the use of dialogic exchange, ethical knowing, or phronesis, can be created in the classroom.' In this initial exchange both students and formerly incarcerated panelists' assumptions about one another were challenged and they developed different meanings of each other, of themselves, and what it means for nurses to care for this population in a way that is imbued with phronesis.

Keywords:
underserved populations; hermeneutics; nursing students
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleEthical Knowing in the Classroom and the Care of Underserved Populationsen
dc.contributor.authorNosek, Marciannaen
dc.contributor.departmentAlpha Etaen
dc.author.detailsMarcianna Nosek, CNM, MPH, PhD, mnosek@usfca.eduen
dc.identifier.urihttp://hdl.handle.net/10755/304506-
dc.description.abstract<p>Session presented on: Thursday, July 25, 2013</p><b>Purpose: </b> The purspose of this study was to examine how ethical knowing is created in the setting of graduate level nursing education regarding the care of undersered and marginalized populations. Gadamer's writing of phronesis and hermeneutic philosophy provide the philosophical foundation and framework for the study.' Specific aims include: to create opportunities for ethical knowing or phronetic experience in the classroom; to bring together two diverse groups with different life experiences and prospectives, i.e., nursing students and formerly incarcerated adults together in a dialectic and dialogic way; to develop new meanings and understandings about ethical knowing or phronesis as it relates to nursing care generally and to caring for specific groups, like formerly incarcerated adults. <p><b>Methods: </b> This qualitative study incorporated the use of focus groups of both students and the previously incarcerated panelists before and after a class in which formerly incarcerated adults presented about their life experiences as the authorities on poverty, stigma, drug addiction, hope, recovery, and change. <p><b>Results: </b> Findings articulated participants' pre-class expectations which included fear, curiosity, skeptism and excitement, and they described a phronesis in action as transformations of prior understandings of the subject matter.' The effect of the class continued to influence understanding of caring for, and being cared for, by both students and panelists. <p><b>Conclusion: </b> These initial findings suggest that through the use of dialogic exchange, ethical knowing, or phronesis, can be created in the classroom.' In this initial exchange both students and formerly incarcerated panelists' assumptions about one another were challenged and they developed different meanings of each other, of themselves, and what it means for nurses to care for this population in a way that is imbued with phronesis.en
dc.subjectunderserved populationsen
dc.subjecthermeneuticsen
dc.subjectnursing studentsen
dc.date.available2013-10-22T20:37:30Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:37:30Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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