Ironside Pamela M
University of Wisconsin-Madison, School of Nursing, Clinical Science Center, K6/354, 600 Highland Avenue, Madison, WI 53792-2455, USA.
J Nurs Educ. 2004 Jan;43(1):5-12. doi: 10.3928/01484834-20040101-02.
For more than 25 years, reliance on conventional pedagogy has led nurse educators to persistently focus on what students need to learn to enter contemporary practice settings. Therefore, as biomedical and nursing knowledge grows and the health care system in which students will practice becomes increasingly complex, content is persistently added to nursing curricula, while little is taken out. An underlying assumption of this approach is that if important content is "covered," thinking necessarily follows. This study, using Heideggerian hermeneutics, examines the relationship between covering content and thinking by explicating the common experiences of teachers enacting interpretive pedagogies. One of the themes that emerged from this analysis is presented: "Covering Content" and Teaching Thinking: Deconstructing the Additive Curriculum.
25 多年来，对传统教学法的依赖使护理教育工作者一直专注于学生为进入当代实践环境需要学习的内容。因此，随着生物医学和护理知识的增长以及学生即将实践的医疗保健系统变得日益复杂，护理课程不断增加内容，却很少删减。这种方法的一个潜在假设是，如果重要内容被 “涵盖”，思维自然就会跟上。本研究运用海德格尔诠释学，通过阐释实施诠释性教学法的教师的共同经历，探讨涵盖内容与思维之间的关系。这里呈现此分析中出现的一个主题：“涵盖内容” 与思维教学：解构累加式课程。
