How Promoting Reflection in Groups of Diverse Nursing Students: Philosophy and Curriculum. While dealing a diverse group of students Promoting Reflection in Groups of Diverse Nursing Students is and educational responsibility of educators and education institutes. Here is philosophical view and curriculum need to design for this purpose.
Groups of Diverse Nursing Students and Promoting Reflection
Nurse educators are faced with a multitude of challenges related to the changing demographics of students. In response to the publicized nursing shortage, school enrollments have increased and innovative programs have emerged all over the nation to attract large numbers of both traditional and nontraditional students (Holland, 2004). These innovative programs have changed the demographics of the nursing student population.
In addition to attracting older, more mature students with diverse life experiences, minorities and men are increasingly entering schools of nursing. Accelerated programs, increased funding, availability of weekend and evening programs, and online theoretical components have done an outstanding job of bolstering nursing school enrollments (Heller, Oros, & Durney-Crowley, 2006; Karlowicz, Wiles, Bishop, & Lakin, 2003).
The welcome increase in student enrollment has created an educational challenge for current faculty. Because there is a substantial shortage of nurse educators, educational institutions are often unable to find qualified educators, and are finding creative ways to approach the dilemma produced by increased enrollments and lack of faculty. Schools are increasing class sizes, faculty workload, and the number of adjunct faculty to assist with both clinical and classroom experiences.
Schools are promoting dual appointments with hospital nursing personnel and, sadly, turning students away to compensate for the discrepancies in student to faculty ratios. The culminating effects of these sociological variables have caused classes today to look quite different from those of just 5 or 10 years ago. Today, a typical class is larger with diverse student populations of varying ages, educational backgrounds, life experiences, cultural histories, and different motivations for being enrolled in a nursing program.
The natural educational response to this scenario may be one of authoritarianism and control in order to keep the masses on the right track and preserve the current educational system. In effect, those pedagogical tactics fail within the context of large, diverse groups. Methodologies that promote humanistic education through interpretive pedagogies in the correct doses, along with traditional methodologies, are of utmost importance in these exciting educational times (Diekelmann, 2003).
Methodologies must present the content along with critical thinking experiences to promote each student’s individual learning experience. Various philosophies that promote humanism are emancipatory, caring, reflective educational experiences. Emancipatory education is humanistic because it values the worth of each individual by ensuring free speech, free choice, and freedom to use personal knowledge (Wittmann-Price, 2004).
The methodologies to enact a humanistic philosophy with suggestions for innovative “methodological mixing” of nontraditional methodologies with tried and true traditional methodologies. This combination will help promote a positive educational experience that enhances student-teacher relationships in order to foster a professional learning environment to promote growth for both student and teacher (Gillespie, 2002).
Philosophical Underpinnings: Promoting Reflection in Groups of Diverse Nursing Students
The current world view in nursing education rejects the punitive classroom of the past, which many educators are old enough to recall. Education today has turned towards a philosophical belief that in order to produce people who care at the bedside they must be cared for in the classroom and in clinical areas in which they learn. Caring is humanistic; it is treating each person as a unique, equal, and valuable individual. Caring begs caring.
Caring can be role modeled by the educator and educators should never underestimate the influence they have on any student (Murray & Main, 2005). This section will describe the philosophical underpinnings of a humanistic education by describing the main components of two theories: emancipatory education and the caring curriculum for Promoting Reflection in Groups of Diverse Nursing Students.
Emancipatory Education: Promoting Reflection in Groups of Diverse Nursing Students
Paulo Freire (1970) viewed the educational systems of the world as more than just vehicles to gain knowledge. Freire proposed that schools were powerful enough to promote an emancipated society. He believed that educational institutions were actually microsystems of society and vehicles to change the entire socioeconomic stance of society.
He recognized that society was oppressive to some groups and believed that oppression serves the purpose of dehumanization by producing a “culture of silence” that is exploited for political or economic gain. Because of this intellectual, emotional, and psychological enslavement, the oppressed develop a “fear of freedom” (Freire, 1970, p. 36) in exchange for perceived security. Schools or educational institutions could actually combat oppression by developing an emancipatory culture within the classroom where both teacher and student are equal learners.
Freire (1998) challenges the teacher to be more than an information provider; he challenges the teacher to be a cultural worker by creating a microenvironment of equality and care. The mechanism by which this is done is the use of teaching methodologies that promote dialogue, reflection , communication, and responsiveness at a level that never tolerates punitive action, authoritarian lines, or dehumanization. The philosophy is not so much about what specific methodologies are but rather about how they are enacted.
Even more traditional methodologies, such as conventional lecture learning (CLL) (Siu, Laschinger, & Vingilis, 2005) can be emancipatory if that lecturer or educator is open to discussion, questions, and reflections of personal experience for Promoting Reflection in Groups of Diverse Nursing Students.
Reflection: Promoting Reflection in Groups of Diverse Nursing Students
Reflection is a main component of Freire’s emancipatory education model and is characterized by thinking critically about alternatives. Reflection can be in the form of dialogue or communication to produce an internal awareness or it can be a thought process spurred by creative questioning or situational dilemma. Freire believed that traditional educational methods alone foster oppression because they do not encourage the reflection needed for critical thinking (Romyn, 2000).
It is important to reflect on issues to recognize the inherent personal and social aspects. Reflection also encourages one to think critically about the information gained from personal and empirical knowledge in order to synthesize it into a decision for students, educators, and practitioners (Fahrenfort, 1987; O’Callaghan, 2005; Raymond & Profetto-McGrath, 2005). Dialogue, as characterized by true and honest communication, is one methodology that promotes reflection.
Freire proposes the establishment of a collaborative climate in which dialogue is encouraged and students take responsibility for their learning. This is echoed in today’s nursing education literature, which calls for an interpretive, caring curriculum (Diekelmann, 2003). Owen-Mills (1995) endorsed a broader vision of emancipation by stating, “The challenge for nursing educators. . . extends beyond the confines of an institution and into the homes, hospitals and communities where nursing is practiced. “For a caring curriculum to be truly emancipating, its effects must become internalized as a way of being” (p. 1193) for Promoting Reflection in Groups of Diverse Nursing Students.
Methodologies that can promote emancipatory education include interactive learning experiences, such as gaming, small-group discussions, and reflective writing and dialogue about professional experiences and what personal growth can be promoted from them. Every professional experience encountered by the student nurse in the classroom and in the clinical area can pose as a reflective learning experience for both student and teacher.
Caring Curriculum: Promoting Reflection in Groups of Diverse Nursing Students
The caring curriculum (Bevis & Watson, 2000) is a concept that draws from both critical social theory and feminist theory. The main idea is that nursing is a call to care for human beings, a service; and the educational setting needs to reflect that caring, value-based attitude. The paradigm has great implications for nursing education and is constructed under the following 11 assumptions:
- Education must liberate both students and faculty from the authoritarian restraints of behavioral objectives.
- It must recognize students’ equal power in education.
- It must define curriculum as interaction between teaching and students with the intent that learning takes place.
- Learning must be structured differently so the learners are actively engaged in learning pursuits.
- The curriculum cannot be purely content driven.
- It must be supported by an alliance between teachers, students, and clinical practitioners.
- It should be clinically focused.
- It should provide faculty with practical guidelines, not squelch creativity.
- It must acknowledge different ways of knowing.
- It should allow one entry into practice. 12 Promoting Reflection in Groups of Diverse Nursing Students • It should offer a criticism model for assessing learning (Bevis & Watson, 2000, pp. 1–2). Developing a caring curriculum based on the main assumptions that
(1) education should be an equal learning process for faculty and students; and
(2) learning how to think may be more important than remembering content in nursing education, may not be without implementation difficulty (Miklancie & Davis, 2005).
Conventional pedagogies and methodologies that cause hardship and oppression in the educational environment are insidious. Philosophically in a humanistic educational realm, to truly care one must provide the student with the freedom to develop as an individual. Control and authoritarianism negate true caring within the learning environment. Control is self-fulfilling whereas freedom to explore and learn is humanistic and caring.
Developing methodologies that promote an emancipatory classroom in which the norm is communication and dialogue without intimidation should be today’s educational goal. It is within this type of educational practice that critical thinking can best be developed. In light of the incredible amount of knowledge acquisition that needs to take place in schools and colleges of nursing, methodologies to promote critical thinking are more important than ever.
Educators are challenged to teach the learner how to learn and not just what to learn. “Deep learning” is learning that goes beyond the content to understanding and embracing the concepts of a subject. There are many metacognitive methodologies (August-Brady, 2005) that enhance critical thinking, but without a caring curriculum that fosters emancipatory learning these teaching-learning strategies may be difficult to implement.
The classroom that contains diverse learners—be it diversity in age, educational background, or culture—is a challenge to any educational philosophy and calls for flexibility in methodology to reach all learning styles and promote an emancipatory learning environment in which critical thinking is fostered and caring becomes the agreed upon culture.
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