ERIC Number: ED287406
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Clinical Nursing Knowledge Research; Implications for Nursing Education.
Diekelmann, Nancy L.; And Others
A new way to view the nursing curriculum is presented based on Heideggerian phenomenology and clinical nursing knowledge research. A restructuring of the nursing curriculum based on this approach allows researchers to generate new research questions and has implications for alternative curricular and instructional practices. In addition, this reconceptualization has resulted in a new model for nursing education, the Dialogue and Meaning Model. The clinical knowledge research of Patricia Benner and the replication of her study with student nurses are briefly described. Current education research is discussed, and the implications of the research are considered, as it relates to the curricular questions of what constitutes knowledge or subject matter for the curriculum and the relationship of knowledge to experience. Also considered are: practical knowledge identified in a study of expert caring by oncology nurses, examples from critical care, examples of relational themes and nurse dialogue (i.e., the exploration of meaning among nurses), and curriculum as dialogue. It is suggested that the use of paradigm cases as a personal method for studying the development of practical knowledge in one's practice is an important strategy that could be developed in school and continued in practice. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Scientific Meeting of the Society for Research in Nursing Education (San Francisco, CA, 1987).