School of Nursing and Midwifery, Monash University, P.O. Box 527, Frankston Victoria 3199, Australia.
Nurse Educ Today. 2010 May;30(4):327-32. doi: 10.1016/j.nedt.2009.09.001. Epub 2009 Dec 6.
Within nursing education, graduate pedagogies are relatively unexplored, with research commonly focused upon undergraduate and continuing education. In order to address the increasingly complex organisational challenges in the workplace, mid-career nurses and midwives are turning to graduate education. In one graduate course on cultures of learning in the workplace, a constructivist approach to learning was adopted. Post-course analysis of data, from the feedback on the course from students, student choice of assignment topics, and reflections of the course facilitators, revealed three pedagogies unique to graduate education. The pedagogies were labelled 'keeping the space open', 'theoretical concepts as tools', and 'resonance and action as praxis'. The intended outcome of the course is revealed in a fourth theme, 'developing practice in the workplace'. This evaluation suggests that constructivist pedagogies used with graduate students may be different to those pedagogies used with undergraduate and continuing education students. We argue that graduate pedagogies move nursing education beyond strategies that seek integration of theory and practice, towards a dialectic between theory and practice.
在护理教育中，研究生教学法相对较少被探索，研究通常集中在本科和继续教育上。为了应对工作场所日益复杂的组织挑战，中级职业护士和助产士正在转向研究生教育。在一门关于工作场所学习文化的研究生课程中，采用了建构主义学习方法。课后对数据的分析，包括学生对课程的反馈、学生选择作业主题的情况以及课程主持人的反思，揭示了研究生教育特有的三种教学法。这些教学法被标记为“保持空间开放”、“理论概念作为工具”和“共鸣与行动作为实践”。课程的预期结果在第四个主题“在工作场所发展实践”中揭示。这项评估表明，与本科和继续教育学生使用的教学法相比，研究生教学法可能与那些与本科和继续教育学生使用的教学法有所不同。我们认为，研究生教学法将护理教育从寻求理论与实践融合的策略推向了理论与实践之间的辩证关系。
