Enlightenment, empowerment and emancipation: the case for critical pedagogy in nurse education

Harden, Jane

doi:10.1016/s0260-6917(96)80090-6

Cited by 63 publications

(52 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The existence of inaccurate stereotypes serves to perpetuate a problematic situation for nurses who strive to attain equality of status accorded to other professionals. Furthermore, as the public continues to be exposed to such images, the ability of the profession to attract people who possess the traits to stop the perpetuation of such stereotypes is reduced (Harden, 1996).…”

Section: Image and Stereotypesmentioning

confidence: 99%

Women and Nursing in Malaysia

2008

View full text Add to dashboard Cite

Since the emergence of nursing as a distinct discipline, its status has mirrored that of women in society in general. As a predominantly female profession, nursing has been subject to oppressive forces that have affected women at various stages of history. Despite improvements in the standing of both women and nursing during the past century, nursing has still failed to achieve its full potential. In Malaysia, sociocultural factors combine to further limit the development of the profession. This article explores how such factors merge with the oppression of nursing globally to influence the status of nursing in Malaysia.

show abstract

Section: Image and Stereotypesmentioning

confidence: 99%

Women and Nursing in Malaysia

2008

View full text Add to dashboard Cite

show abstract

“…While the desire of nurse teachers to encourage students to value their practice experience is commendable, Harden (1996) argues that students must learn to construe their own meanings through their own frame of reference and educators must resist the inclination to control, validate or interpret the perceived meaning of the student's experience. Data suggested, however, that some nurse teachers found it difficult to suspend their own meaning structures when their meanings were incongruent with those of the students; hence, the risk of prescribed meaning structures.…”

Section: Discussionmentioning

confidence: 99%

“…Reflection is also perceived as a way of helping nurses to legitimize the utilization of artistic knowledge so that 'soft' approaches to nursing knowledge can take their place alongside 'hard' empirical knowledge (Rich and Parker, 1995). Additionally, emancipatory knowledge developed through self-reflection has become a focus of interest to nurses in empowering them to throw off the shackles of their oppressed history (Harden, 1996). Such knowledge, pursued through the critical social sciences, has been heralded as part of the solution in addressing the restraining conditions evoked by domination, repression and ideological constraints in relation to thought and action (Habermas, 1971).…”

Section: Introductionmentioning

confidence: 99%

Nurse Teachers' Constructions of Reflection and Reflective Practice

O'Connor

Hyde²,

Treacy

2003

Reflective Practice

View full text Add to dashboard Cite

“…Our suggestion for how the knots are made into purposeful leadership learning moments, and consistent with our focus on transformational learning is to consider Fay's (1987) enlightenment, empowerment, emancipation continuum. Harden (1996) Enlightenment is identified as an antecedent to empowerment by virtue that is it consciousness raising (Fay 1987, Mezirow, 1991 hence the importance of self-awareness and self-knowledge. One of the earliest publications on developing clinical leadership in preregistration nursing students emphasised self-awareness as one of four important core skills (Pullen 2003 p. 35).…”

Section: Working Towards An Integral Clinical Leadership Curriculum Tmentioning

confidence: 99%

Clinical leadership as an integral curriculum thread in pre-registration nursing programmes

Brown

Dewing

Crookes

2016

Nurse Education Today

View full text Add to dashboard Cite

Background In recent years there has been a growth in leadership development frameworks in health for the existing workforce. There has also been a related abundance of leadership programmes developed specifically for qualified nurses. There is a groundswell of opinion that clinical leadership preparation needs to extend to preparatory programmes leading to registration as a nurse. To this end a doctoral research study has been completed that focused specifically on the identification and verification of the antecedents of clinical leadership (leadership and management) so they can shape the curriculum content and the best way to deliver the curriculum content as a curriculum thread. Objectives To conceptualise how the curriculum content, identified and verified empirically, can be structured within a curriculum thread and to contribute to the discussion on effective pedagogical approaches and educational strategies for learning and teaching of clinical leadership. Design A multi-method design was utilised in the research in Australia. Drawing on core principles in critical social theory, an integral curriculum thread is proposed for pre-registration nursing programmes that identifies the antecedents of clinical leadership; the core concepts, together with the continuum of enlightenment, empowerment, and emancipation. Conclusions The curriculum content, the effective pedagogical approaches and the educational strategies are supported theoretically and we believe this offers a design template for action and a way of thinking about this important aspect of preparatory nursing education. Moreover, we hope to have created a process contributing to a heighten sense of awareness in the nursing student (and other key stakeholders) of the what, how and when of clinical leadership for a novice registered nurse. The next stage is to further test through research the proposed integral curriculum thread.

show abstract

Enlightenment, empowerment and emancipation: the case for critical pedagogy in nurse education

Cited by 63 publications

References 11 publications

Women and Nursing in Malaysia

Women and Nursing in Malaysia

Nurse Teachers' Constructions of Reflection and Reflective Practice

Clinical leadership as an integral curriculum thread in pre-registration nursing programmes

Contact Info

Product

Resources

About