ABSTRACT
Drawing on interviews and survey results from a national study of nursing education, this article discusses student learning related to professional responsibilities. It explores what is missing when students do not have the opportunity to reflect on the multiple commitments they will meet in nursing. Inspired by the moral philosopher Larry May's communitarian approach, we suggest students must learn a broad notion of professional responsibility. We demonstrate reasons why students need the opportunity to reflect on issues concerning the civic, moral, and societal dimensions of professional responsibility. We also indicate ways for students to reflect as part of their educational experience.
Subject(s)
Attitude of Health Personnel , Education, Nursing , Ethics, Nursing , Learning , Nurse's Role , Humans , Moral Obligations , Philosophy, Nursing , Professional PracticeABSTRACT
Drawing on interviews and survey results from a national study of nursing education, this article discusses teaching professional responsibilities in prelicensure nursing education and explores how to help students reflect on multiple commitments they will meet in nursing. Inspired by the moral philosopher Larry May's communitarian approach, we suggest strategies for teaching students a broad notion of professional responsibility, including the profession's moral and societal responsibilities.
Subject(s)
Attitude of Health Personnel , Education, Nursing , Faculty, Nursing , Nurse's Role , Teaching , Ethics, Nursing , Humans , Moral Obligations , Philosophy, Nursing , Professional PracticeABSTRACT
In this article, we examine similarities and differences in the educational goals and pedagogies of nursing and clergy students. We argue that nurse educators can learn a broader perspective of rationality than the narrow, technical rationality of instrumental problem solving taught in most professional schools. An interpretive form of rationality is needed to address suffering and human concerns in the world. The pedagogies of interpretation, formation, contextualization, and performance used in clergy education offer a more interpretive, historical, and contextual approach to reasoning.
