PubMed · 319543
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I Valkonen. 1977-01-04. [Dean identifies continually with nurses (Ulla Pasanen)].. https://pubmed.ncbi.nlm.nih.gov/319543/
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This study is concerned with "The Familiarity of Basic Rules in Professional Ethics Amongst Nursing Staff Members". Here the codification of norms in professional ethics is understood to be a necessary step on the way to individual nursing ethics. A survey on the study topic showed that there is a lack of familiarity in Germany. Therefore the authors conclude that German nursing has not yet reached this level of individual ethics. As it became clear in the survey that there is a general request for more information, the authors feel bound to demand better coverage of the topic in both basic and further training. The ethics of nursing, however, are applied ethics. In the following discourse first of all the authors will define the term "ethics" and explain the characteristics which are of importance in the present day situation. Secondly, they will ask what "applied ethics" can be against this background. Finally, the authors will discuss what "norms" are as regards professional ethics, how and why they develop and of what relevance they may be with respect to the corresponding ethics applied.
Research-based innovation in nursing education is needed to address complexities in both educational and clinical environments. This 12-year study describes Narrative Pedagogy that arises out of the common lived experiences of students, teachers, and clinicians in nursing education. Narrative Pedagogy as sharing and interpreting contemporary narratives is a call for students, teachers, and clinicians to gather and attend to community practices in ways that hold everything open and problematic. It utilizes conventional, phenomenologic, critical, and feminist pedagogies, along with postmodern discourses to revision nursing education. Narrative Pedagogy emanates out of interpretive phenomenology. The Concernful Practices of Schooling Learning Teaching are common experiences that belong together and co-occur and provide a new language for students and teachers. They will be explicated in the context of three narratives. Narrative Pedagogy is described as a research-based, innovative alternative for reforming nursing education.
The National League for Nursing Priorities for Nursing Education Research calls educators (1) to increase their pedagogic literacy to meet the challenges of the changing social, health care, and educational worlds and (2) to develop research-based pedagogies for nursing. This interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies facilitates the pedagogic literacy of faculty members and provides a background for research-based nursing education. An example of a research-based pedagogy, Narrative Pedagogy, which developed through interpretive (hermeneutic) studies of the lived experiences of students, teachers, and clinicians in nursing education, is explicated.