메뉴 건너뛰기




Volumn 42, Issue 11, 2003, Pages 509-516

New pedagogies for teaching thinking: The lived experiences of students and teachers enacting narrative pedagogy

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; DECISION MAKING; EXPERIENCE; HEALTH CARE SYSTEM; HUMAN; LEARNING; MEDICAL PERSONNEL; MEDICAL SCHOOL; NURSING EDUCATION; TEACHING;

EID: 11244276002     PISSN: 00223158     EISSN: None     Source Type: Journal    
DOI: 10.3928/0148-4834-20031101-09     Document Type: Article
Times cited : (84)

References (36)
  • 4
    • 0033068325 scopus 로고    scopus 로고
    • Teaching feminist group process within a nursing curriculum
    • Banister, E., & Schreiber, R. (1999). Teaching feminist group process within a nursing curriculum. Journal of Nursing Education, 38, 72-76.
    • (1999) Journal of Nursing Education , vol.38 , pp. 72-76
    • Banister, E.1    Schreiber, R.2
  • 6
    • 0001797476 scopus 로고
    • The tradition and skill of interpretive phenomenology in studying health, illness, and caring practices
    • P. Benner (Ed.), Thousand Oaks, CA: Sage
    • Benner, P.A. (1994). The tradition and skill of interpretive phenomenology in studying health, illness, and caring practices. In P. Benner (Ed.), Interpretive phenomenology: Embodiment, caring, and ethics in health and illness (pp. 99-127). Thousand Oaks, CA: Sage.
    • (1994) Interpretive Phenomenology: Embodiment, Caring, and Ethics in Health and Illness , pp. 99-127
    • Benner, P.A.1
  • 10
    • 0036633903 scopus 로고    scopus 로고
    • Critical thinking and nursing science: Judgment or vision?
    • Cody, W.K. (2002). Critical thinking and nursing science: Judgment or vision? Nursing Science Quarterly, 15, 184-189.
    • (2002) Nursing Science Quarterly , vol.15 , pp. 184-189
    • Cody, W.K.1
  • 11
    • 1342293094 scopus 로고    scopus 로고
    • Converging conversations from phenomenological pedagogies: Toward a science of health professions education
    • N. Diekelmann & P. Ironside (Eds.), Madison, WI: University of Wisconsin Press
    • Dahlberg, K., Ekebergh, M., & Ironside, P.M. (2003). Converging conversations from phenomenological pedagogies: Toward a science of health professions education. In N. Diekelmann & P. Ironside (Eds.), Teaching practitioners of care: New pedagogies for the health professions (Vol. 2, pp. 22-58). Madison, WI: University of Wisconsin Press.
    • (2003) Teaching Practitioners of Care: New Pedagogies for the Health Professions , vol.2 , pp. 22-58
    • Dahlberg, K.1    Ekebergh, M.2    Ironside, P.M.3
  • 12
    • 0029300286 scopus 로고
    • Reawakening thinking: Is traditional pedagogy nearing completion?
    • Diekelmann, N.L. (1995). Reawakening thinking: Is traditional pedagogy nearing completion? Journal of Nursing Education, 34, 195-196.
    • (1995) Journal of Nursing Education , vol.34 , pp. 195-196
    • Diekelmann, N.L.1
  • 13
    • 0035286205 scopus 로고    scopus 로고
    • Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians
    • Diekelmann, N.L. (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23(3), 53-71.
    • (2001) Advances in Nursing Science , vol.23 , Issue.3 , pp. 53-71
    • Diekelmann, N.L.1
  • 15
  • 16
    • 11244280768 scopus 로고    scopus 로고
    • Educating the caregivers: Interpretive pedagogies for the health professions
    • N. Diekelmann & P. Ironside (Eds.), Madison, WI: University of Wisconsin Press
    • Diekelmann, N.L., Ironside, P.M., & Harlow, M. (2003). Educating the caregivers: Interpretive pedagogies for the health professions. In N. Diekelmann & P. Ironside (Eds.), Teaching practitioners of care: New pedagogies for the health professions (Vol. 2, pp. 3-21). Madison, WI: University of Wisconsin Press.
    • (2003) Teaching Practitioners of Care: New Pedagogies for the Health Professions , vol.2 , pp. 3-21
    • Diekelmann, N.L.1    Ironside, P.M.2    Harlow, M.3
  • 17
    • 0037268731 scopus 로고    scopus 로고
    • Critical thinking: Perceptions of newly graduated female baccalaureate nurses
    • Duchscher, J.E. (2003). Critical thinking: Perceptions of newly graduated female baccalaureate nurses. Journal of Nursing Education, 42, 14-27.
    • (2003) Journal of Nursing Education , vol.42 , pp. 14-27
    • Duchscher, J.E.1
  • 18
    • 0036631722 scopus 로고    scopus 로고
    • An international collaboration in nursing education viewed through the lens of critical social theory
    • Ekstrom, D.N., & Sigurdsson, H.O. (2002). An international collaboration in nursing education viewed through the lens of critical social theory. Journal of Nursing Education, 41, 289-294.
    • (2002) Journal of Nursing Education , vol.41 , pp. 289-294
    • Ekstrom, D.N.1    Sigurdsson, H.O.2
  • 22
    • 0031992307 scopus 로고    scopus 로고
    • A critical pedagogy for family nursing
    • Hartrick, G. (1998). A critical pedagogy for family nursing. Journal of Nursing Education, 32, 80-84.
    • (1998) Journal of Nursing Education , vol.32 , pp. 80-84
    • Hartrick, G.1
  • 23
    • 0033182653 scopus 로고    scopus 로고
    • Thinking in nursing education-Part I: A student's perspective
    • Ironside, P.M. (1999a). Thinking in nursing education-Part I: A student's perspective. Nursing and Health Care Perspectives, 20, 238-242.
    • (1999) Nursing and Health Care Perspectives , vol.20 , pp. 238-242
    • Ironside, P.M.1
  • 24
    • 0033182654 scopus 로고    scopus 로고
    • Thinking in nursing education-Part II: A teacher's perspective
    • Ironside, P.M. (1999b). Thinking in nursing education-Part II: A teacher's perspective. Nursing and Health Care Perspectives, 20, 243-247.
    • (1999) Nursing and Health Care Perspectives , vol.20 , pp. 243-247
    • Ironside, P.M.1
  • 25
    • 0039850937 scopus 로고    scopus 로고
    • Creating a research base for nursing education: An interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies
    • 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.
    • (2001) Advances in Nursing Science , vol.23 , Issue.3 , pp. 72-87
    • Ironside, P.M.1
  • 26
    • 0038262006 scopus 로고    scopus 로고
    • Trying something new: Implementing and evaluating narrative pedagogy using a multimethod approach
    • Ironside, P.M. (2003). Trying something new: Implementing and evaluating narrative pedagogy using a multimethod approach. Nursing Education Perspectives, 24, 122-128.
    • (2003) Nursing Education Perspectives , vol.24 , pp. 122-128
    • Ironside, P.M.1
  • 28
    • 11244298620 scopus 로고    scopus 로고
    • Mirrors: A cultural and historical interpretation of nursing's pedagogies
    • N. Diekelmann & P. Ironside (Eds.), Madison, WI: University of Wisconsin Press
    • Kavanagh, K.H. (2003). Mirrors: A cultural and historical interpretation of nursing's pedagogies. In N. Diekelmann & P. Ironside (Eds.), Teaching the practitioners of care: Interpretive pedagogies for the health professions (Vol. 2, pp. 59-153). Madison, WI: University of Wisconsin Press.
    • (2003) Teaching the Practitioners of Care: Interpretive Pedagogies for the Health Professions , vol.2 , pp. 59-153
    • Kavanagh, K.H.1
  • 30
    • 0040535784 scopus 로고
    • Hermeneutic phenomenology: A methodology for family health and health promotion study in nursing
    • P. Benner (Ed.), Thousand Oaks, CA: Sage
    • Plager, K.A. (1994). Hermeneutic phenomenology: A methodology for family health and health promotion study in nursing. In P. Benner (Ed.), Interpretive phenomenology: Embodiment, caring, and ethics in health and illness (pp. 65-85). Thousand Oaks, CA: Sage.
    • (1994) Interpretive Phenomenology: Embodiment, Caring, and Ethics in Health and Illness , pp. 65-85
    • Plager, K.A.1
  • 33
    • 11244348642 scopus 로고    scopus 로고
    • Teaching as nourishment for complex thought: Approaches for classroom and practice built on post-formal theory and the creation of community
    • N. Diekelmann & P. Ironside (Eds.), Madison: University of Wisconsin Press
    • Sinnott, J.D. (2003). Teaching as nourishment for complex thought: Approaches for classroom and practice built on post-formal theory and the creation of community. In. N. Diekelmann & P. Ironside (Eds.), Teaching the practitioners of care: Interpretive pedagogies for the health professions (Vol. 2, pp. 232-271). Madison: University of Wisconsin Press.
    • (2003) Teaching the Practitioners of Care: Interpretive Pedagogies for the Health Professions , vol.2 , pp. 232-271
    • Sinnott, J.D.1
  • 34
    • 0029317705 scopus 로고
    • Interviews in qualitative nursing research: Differing approaches for ethnographic and phenomenological studies
    • Sorrell, J.M., & Redmond, G.M. (1995). Interviews in qualitative nursing research: Differing approaches for ethnographic and phenomenological studies. Journal of Advanced Nursing, 21, 1117-1122.
    • (1995) Journal of Advanced Nursing , vol.21 , pp. 1117-1122
    • Sorrell, J.M.1    Redmond, G.M.2
  • 35
    • 0034146551 scopus 로고    scopus 로고
    • Toward a narrative-centered curriculum for nurse practitioners
    • Swenson, M.M., & Sims, S.L. (2000). Toward a narrative-centered curriculum for nurse practitioners. Journal of Nursing Education, 39, 109-115.
    • (2000) Journal of Nursing Education , vol.39 , pp. 109-115
    • Swenson, M.M.1    Sims, S.L.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.