University of Dundee, School of Nursing & Midwifery, Dundee DD14HJ 01382 388568, United Kingdom.
Nurse Educ Pract. 2010 Nov;10(6):322-6. doi: 10.1016/j.nepr.2010.05.001.
Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning.
教育界一直在探索和利用多种方法，试图为成人学习者提供更多的学习和教学机会。传统教学法受到了成人教育学和变革性学习的直接和间接影响，从而拓宽了我们对教学和学习的理解和方法。在护理教育中，一个主要的挑战是如何有效地将这些教育方法应用于基于实践的学习这一复杂、不可预测和具有挑战性的环境中。虽然不能将其作为解决这些挑战的万灵药，但在本文中，后现代教学法被提出作为一种新兴的、潜在的高度一致的教育框架，围绕基于实践的学习展开。作为一种新兴理论，其已知的概念基础和可能的应用于护理教育需要进行探索和理论应用。通过将成人学习者置于掌握学习机会的前沿，因为这些机会会从有时混乱的环境中不可预测地出现，后现代教学法可以被认为提供了一种潜力，可以最大限度地减少许多已经出版的协调实践与教师教学和学习的困难。
