Faculty of Nursing, University of Alberta, Edmonton, Canada.
J Nurs Educ. 2009 Nov;48(11):624-30. doi: 10.3928/01484834-20090716-08. Epub 2009 Nov 6.
This article examines the effects of intergenerational diversity on pedagogical practice in nursing education and highlights the need for nurse educators to engage in a critical discourse regarding the adequacy of current pedagogy in fostering an ethos that can optimize the teaching-learning process and promote ongoing learning for the future. It is evident that further research is needed to promote awareness and understanding of the expectations of today's students and to reform nursing pedagogy to accommodate the current generation of learners in colleges and universities. In this article, the context of intergenerational diversity is explored, the importance of evidenced-based practice is reinforced, and current nursing pedagogy is examined, with the intention to stimulate a philosophical discourse among nurse educators regarding fundamental values and beliefs about pedagogical practice.
本文探讨了代际多样性对护理教育教学实践的影响，并强调了护理教育者需要就当前教学法在培养一种能够优化教学-学习过程并促进未来持续学习的氛围方面的充分性进行批判性讨论。显然，需要进一步研究来提高对当今学生期望的认识和理解，并改革护理教学法，以适应高校当前这一代学习者。在本文中，探讨了代际多样性的背景，强调了循证实践的重要性，并审视了当前的护理教学法，旨在激发护理教育者就教学实践的基本价值观和信念进行哲学讨论。
