Teaching students to apply nursing theories and models: Trying something new

Journal of Nursing Education

Volumn 42, Issue 5, 2003, Pages 195-197

  Diekelmann, Nancy ^a,b   Scheckel, Martha ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF WISCONSIN MADISON SCHOOL OF NURSING   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL PRACTICE; HUMAN; INTERVIEW; NURSING EDUCATION; PRACTICE GUIDELINE; SHORT SURVEY; STUDENT; TEACHING; THEORETICAL MODEL; ARTICLE; EDUCATIONAL MODEL; METHODOLOGY; NURSING STUDENT; PSYCHOLOGICAL ASPECT; STANDARD; UNITED STATES;

EDUCATION, NURSING; FACULTY, NURSING; HUMANS; MODELS, EDUCATIONAL; NURSING EDUCATION RESEARCH; STUDENTS, NURSING; TEACHING; UNITED STATES;

EID: 0038541696     PISSN: 00223158     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Short Survey

References (5)

1. Andrews, C., Ironside, P., Nosek, C., Sims, S.L., Swenson, M.M., & Yeomans, C. (2001). Enacting narrative pedagogy: The lived experiences of students and teachers. Nursing & Health Care Perspectives, 22, 252-259.
2. Diekelmann, N. (2000). Learning ethics in nursing and genetics: Narrative pedagogy and the grounding of values. Journal of Pediatric Nursing, 15(4), 10-16.
3. Diekelmann, N. (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23(3), 53-71.
4. Ironside, P.M. (2001). Creating a research base for nursing education: An interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies. Advances in Nursing Science, 23(3), 72-87.
5. Young, P., & Diekelmann, N. (2002). Learning to lecture: Exploring the skills, strategies, and practices of new teachers in nursing education. Journal of Nursing Education, 41, 405-412.