Lindsay Gail M
University of Ontario Institute of Technology.
Nurs Sci Q. 2011 Jul;24(3):237-44. doi: 10.1177/0894318411409422.
Readers are invited to be actors in a text-based theatre, drawn into the stories with their own experiences and discerning patterns that reveal a narrative unity. I show how curriculum-building is inclusive of a teacher's autobiography, as well as the theoretical/philosophical commitments significant for teaching-learning. This is accomplished through thinking narratively about an experience with my Dad in the healthcare system while simultaneously teaching theory-guided nursing in higher education. Health as expanding consciousness is revealed through a research-as-praxis process that is the content for inquiry.
邀请读者成为基于文本的戏剧中的演员，凭借自身经历融入故事，并辨别出揭示叙事统一性的模式。我展示了课程建设如何纳入教师的自传，以及对教学具有重要意义的理论/哲学承诺。这是通过对我与父亲在医疗系统中的一段经历进行叙事性思考来实现的，同时我也在高等教育中教授理论指导下的护理课程。通过作为实践的研究过程揭示出作为不断扩展的意识的健康，这一过程就是探究的内容。
