School of Nursing and Midwifery, University of Canberra, Australia; University of Huddersfield, United Kingdom of Great Britain and Northern Ireland; University of Stavanger, Norway; University of Wollongong, Australia.
School of Law, University of Wollongong, Australia.
Nurse Educ Today. 2020 Jan;84:104206. doi: 10.1016/j.nedt.2019.104206. Epub 2019 Sep 13.
The aim of this paper is to provide an integrative review of the literature associated with signature pedagogies and to discover what lessons have been learned about unearthing, articulating and applying signature pedagogies across a variety of disciplines, but particularly with respect to nursing.
A systematic search of databases using key terms was utilised with a particular focus to papers emerging from nursing disciplines.
The databases MEDLINE, CINAHL, ERIC, Web of Science and Google Scholar were searched for literature from 2005 to 2018 inclusive.
An initial examination of titles and abstracts by the authors resulted in the retrieval of 45 papers and following the application of exclusion criteria, 25 papers were included.
Signature pedagogy literature is a developing area and scholars both in nursing disciplines and beyond, often fail to develop on Lee Shulman's framework in their identification of signature pedagogies, resulting in poorly adapted conceptions. Ways forward include closer linking with the original signature pedagogy framework in research, the development of robust evidence-based signature pedagogy identification processes in disciplines and a reconsideration of the esteem of scholars performing signature pedagogies within disciplines.
本文旨在对与标志性教学法相关的文献进行综合回顾，并发现从各种学科，特别是护理学科中挖掘、阐明和应用标志性教学法的经验教训。
使用关键词对数据库进行了系统搜索，特别关注护理学科的论文。
对 MEDLINE、CINAHL、ERIC、Web of Science 和 Google Scholar 数据库进行了 2005 年至 2018 年文献的搜索。
作者对标题和摘要进行了初步检查，共检索到 45 篇论文，经过排除标准的应用，共纳入 25 篇论文。
标志性教学法文献是一个正在发展的领域，护理学科内外的学者往往未能在其标志性教学法的识别中发展李·舒尔曼的框架，导致概念适应性差。前进的道路包括在研究中更紧密地与原始标志性教学法框架联系，在学科中发展基于稳健证据的标志性教学法识别过程，以及重新考虑在学科内从事标志性教学法的学者的尊重。
