Academic Freedom

Darbyshire, Philip; Thompson, David R.; Watson, Roger; Jenkins, Emerald; Ali, Parveen

doi:10.3928/01484834-20210616-01

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…Academic freedom, critical inquiry, respectful debate and reasoned thinking are (or should be) central to the very idea of the university as espoused by John Henry Newman in a series of lectures given in 1852 and published in an influential book (Newman, 1858). However, as we have described elsewhere (Darbyshire et al, 2021), such freedoms are increasingly under threat. It is becoming common for debate to be suppressed, if not wholly thwarted, by an imposed consensus that is intolerant and dismissive of novel or contrary views.…”

mentioning

confidence: 89%

Are some academic nursing journal editors in danger of becoming thought police?

Thompson¹,

Watson²,

McCrae³

2022

Nurse Education in Practice

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mentioning

confidence: 89%

Are some academic nursing journal editors in danger of becoming thought police?

Thompson¹,

Watson²,

McCrae³

2022

Nurse Education in Practice

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“…University Nursing education programmes must ensure students graduate with the skills, values, and knowledge necessary to provide safe patient care (NMC, 2018b). Censorship of academic freedom produces barriers to providing comprehensive teaching, both the clinical and ethico‐legal aspects of key curriculum topics to university students (Darbyshire et al, 2021; Rennison et al, 2022).…”

Section: Trigger Warningsmentioning

confidence: 99%

Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

MacLaren

2024

Nursing Philosophy

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This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of ‘Trigger Warnings’ before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis.

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“…Darbyshire et al (2021, p. 367) observe that ‘nursing schools often fail to explicitly promote academic freedom… due to fear of possible threats to tenure or reputation’ and this is a serious issue for mental health nursing. Being outnumbered in nursing, and within AEIs, one way to have a genuine voice is through academic writing.…”

Section: The Dangers Of Honesty and Academic ‘Freedom’mentioning

confidence: 99%

Mental health deserves better: Resisting the dilution of specialist pre‐registration mental health nurse education in the United Kingdom

Warrender,

Connell,

Jones

et al. 2023

Int J Mental Health Nurs

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This article aims to draw attention to increasing genericism in nurse education in the United Kingdom, which sees less specialist mental health education for mental health nursing students and offers opposition to such direction. In 2018, the Nursing and Midwifery Council produced the ‘Future Nurse’ standards which directed changes to pre‐registration nurse education. This led to dissatisfaction from many mental health nurses, specifically regarding reduced mental health content for students studying mental health nursing. Concerns have been raised through public forum and evolved into a grassroots national movement ‘Mental Health Deserves Better’ (#MHDeservesBetter). This is a position paper which presents the perspective of many mental health nurse academics working at universities within the United Kingdom. Mental health nurse academics collaborated to develop ideas and articulate arguments and perspectives which present a strong position on the requirement for specialist pre‐registration mental health nurse education. The key themes explored are; a conflict of ideologies in nursing, no parity of esteem, physical health care needs to be contextualized, the unique nature of mental health nursing, ethical tensions and values conflict, implications for practice, necessary improvements overlooked and the dangers of honesty and academic ‘freedom’. The paper concludes by asserting a strong position on the need for a change of direction away from genericism and calls on mental health nurses to rise from the ashes to advocate for a quality education necessary to ensure quality care delivery. The quality of mental health care provided by mental health nurses has many influences, yet the foundation offered through pre‐registration education is one of the most valuable. If the education of mental health nurses does not attend to the distinct and unique role of the mental health nurse, standards of mental health care may diminish without assertive action from mental health nurses and allies.

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Academic Freedom

Cited by 5 publications

References 1 publication

Are some academic nursing journal editors in danger of becoming thought police?

Are some academic nursing journal editors in danger of becoming thought police?

Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

Mental health deserves better: Resisting the dilution of specialist pre‐registration mental health nurse education in the United Kingdom

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