Exploring Theatre of the Oppressed and Forum Theatre as pedagogies in nursing education

Bewer, Vanessa Van; Woodgate, Roberta L.; Martin, Donna; Deer, Frank

doi:10.1016/j.nedt.2021.104940

Cited by 12 publications

(6 citation statements)

References 21 publications

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“…The student-educator relationship was also explored, with a noted shift from teacher-centric to student-centered pedagogy 29,30. Student-centered pedagogy includes partnerships where the teacher becomes a facilitator or mentor and the student moves from knowledge consumer33 to knowledge coproducer 29,30,34–36. This was exemplified through strategies such as open research initiatives with undergraduate students29 or OER textbook development with student partners 36.…”

Section: Resultsmentioning

confidence: 99%

“…Promotion focuses on facilitating and advocating for optimal levels of education. Nurse educators optimize learning through transformative teaching and learning strategies categorized as critical inquiry activities such as thinking about nursing at a system rather than at a surface level, focusing on topics such as health determinants, challenging dominant narratives, and thinking about nursing from culturally relevant framing 10,15,23,28,30,35,40,41. Reflective practice was recommended to develop a deeper connection between nursing practice and personal and professional assumptions and biases, resulting in change and growth at an attitudinal level *…”

Section: Resultsmentioning

confidence: 99%

“…29,30 Student-centered pedagogy includes partnerships where the teacher becomes a facilitator or mentor and the student moves from knowledge consumer 33 to knowledge coproducer. 29,30,[34][35][36] This was exemplified through strategies such as open research initiatives with undergraduate students 29 or OER textbook development with student partners. 36 Moving to a more collaborative and less hierarchical relationship results in power redistribution between educators and students.…”

Section: Ethics and Educator Practicementioning

confidence: 99%

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Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

2022

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N ursing practice is guided by nursing ethics, which influences educator practice. Nursing ethical principles align with critical and open pedagogy. Critical pedagogy with its social justice (SJ) lens can address sociocultural barriers (SCBs) by revealing structures and practices that disadvantage students. 1 Open pedagogy increases educational accessibility through student-centered and power-balanced practices.Critical and open pedagogy removes SCBs in higher education (HE). 2,3 This literature review aligns and connects the Canada and US nursing codes of ethics with critical and open pedagogy in nursing education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Ethics and Educator Practicementioning

confidence: 99%

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Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

2022

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“…For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation (Freire, 1997, p. 36) Traditional approaches to nursing education, and maintaining the status quo, are insufficient to create the transformation needed to combat global challenges such as poverty, gender equality, and climate change (Dyson, 2017;Fields et al, 2022;Valderama-Wallace & Apesoa-Varano 2020;Van Bewer et al, 2021). For example, presenting a didactic lecture on the SDGs is unlikely to inspire action.…”

Section: Liberating Action: Moving Students From Spectators To Actorsmentioning

confidence: 99%

Education on the Sustainable Development Goals for nursing students: Is Freire the answer?

et al. 2022

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Significant global events in recent years have had a substantial impact on the nursing profession. The COVID-19 pandemic, climate change, and systemic racism are a few of the many complex issues that create a landscape of disruption and uncertainty in healthcare. With the aims of protecting both people and the planet, the United Nations' Sustainable Development Goals offer a road map to combat these global concerns, yet require more widespread consideration as a way forward. Education on the Sustainable Development Goals is recognised as a key aspect for healthcare professionals to take action towards achieving the targets of the goals. For student nurses, the undergraduate curriculum offers an opportunity to enculturate future nurses on the important role they play in the global agenda to transform our world. Brazilian pedagogue Paulo Freire's theoretical approach to education, critical pedagogy, espouses transformation with conscientization, dialogue and liberation, which may create a paradigm shift toward global action. This discussion paper seeks to provide an argument for embedding the Sustainable Development Goals into nursing curricula using the philosophies of Freire's critical pedagogy. It will argue that a critical approach to education is required to create the transformation needed for student nurses to be educated on the Sustainable Development Goals.

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“…This personal growth relies on the sharing of personal histories and relationships to and experiences of dominance, marginalisation and empowerment (Jeyaraj, 2020 ). More recently, Van Bewer et al ( 2021 ) found the inclusion of the Theatre of the Oppressed method in undergraduate nursing studies supported the student's personal growth and appreciation of social justice as an integral aspect of their practice.…”

Section: Recommendationsmentioning

confidence: 99%

Nursing students doing gender: Implications for higher education and the nursing profession

et al. 2022

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The average age of women nursing students in Australia is rising. With this comes the likelihood that more now begin university with family responsibilities, and with their lives structured by the roles of mother and partner. Women with more traditionally gendered ideas of these roles, such as nurturing others and selfsacrifice, are known to be attracted to nursing as a profession; once at university, however, these students can be vulnerable to gender role stress from the competing demands of study. A qualitative research design, guided by Gadamer's hermeneutic philosophy, explored the gendered behaviours and experiences of 22 women nursing students, all of whom had children and began university in a heterosexual intimate relationship. The findings reveal traditional ideas of gender were almost universal among participants, and these ideas had a significant influence on the nursing degree experience. Participants commonly prioritised family over the university and practiced maternal gatekeeping (prevention of male partner involvement in domestic work). These traditionally gendered behaviours, coupled with experiences of gender role stress, had a detrimental impact on participants' capacity to study and their personal wellbeing. The importance of these findings to the burgeoning nursing workforce shortage nursing is considered in terms of student retention and the supply of graduates into the profession. The implications to the nursing profession are also explored against the evidence that nursing students with traditional gender beliefs are less likely to develop as autonomous, critical thinking nurses compared to their gender-egalitarian peers. The introduction of gender theory via critical pedagogy in the undergraduate nursing degree curriculum is recommended to enlighten and empower women nursing students and promote the competence, agility, and sustainability of the nursing profession.

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Exploring Theatre of the Oppressed and Forum Theatre as pedagogies in nursing education

Cited by 12 publications

References 21 publications

Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

Education on the Sustainable Development Goals for nursing students: Is Freire the answer?

Nursing students doing gender: Implications for higher education and the nursing profession

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