Hartrick G
School of Nursing, University of Victoria, British Columbia, Canada.
J Nurs Educ. 1998 Feb;37(2):80-4. doi: 10.3928/0148-4834-19980201-07.
Little consideration has been given to the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education. This article emphasizes the importance of students and faculty engaging in a critical analysis of family nursing theory and practice. A pedagogical approach that employs phenomenology, feminism, and critical social theory as observational lenses for examining the ontology and epistemology of family nursing is described. While family nursing is coming to be recognized as an essential element of any nursing curriculum, family nursing pedagogy is in its infancy. Family nurse educators are currently working toward developing curricula and educative processes that will furnish students with a theoretical (scientific) base for family nursing practice and will provide them with opportunities to develop the practice skills they need to work with families (Hanson & Heims, 1992; Wright & Bell, 1989). However, little consideration has been given to examining the philosophical tenets that underlie existing family nursing theory and practice and that ultimately influence the content and process of family nursing education (Richards & Lansberry, 1995). This article asserts that critical analysis of family nursing theory and practice is integral to family nursing pedagogy and must be a primary consideration in the advancement of family nursing education. The discussion is in two parts. Part I highlights the importance of a critical analysis of family nursing theory and practice including both ontological and epistemological inquiries. Part II describes a critical pedagogy of family nursing that addresses both ontology and epistemology.
对于现有家庭护理理论与实践背后的哲学原则，以及最终影响家庭护理教育内容与过程的这些原则，人们很少给予关注。本文强调学生和教师对家庭护理理论与实践进行批判性分析的重要性。文中描述了一种教学方法，该方法运用现象学、女性主义和批判社会理论作为观察视角，来审视家庭护理的本体论和认识论。虽然家庭护理正逐渐被视为任何护理课程的重要组成部分，但家庭护理教学法仍处于起步阶段。家庭护理教育工作者目前正致力于开发课程和教育过程，以便为学生提供家庭护理实践的理论（科学）基础，并为他们提供发展与家庭合作所需实践技能的机会（汉森和海姆斯，1992；赖特和贝尔，1989）。然而，对于审视现有家庭护理理论与实践背后、并最终影响家庭护理教育内容与过程的哲学原则，人们很少给予关注（理查兹和兰斯伯里，1995）。本文认为，对家庭护理理论与实践的批判性分析是家庭护理教学法不可或缺的一部分，并且必须成为家庭护理教育发展的首要考虑因素。讨论分为两个部分。第一部分强调对家庭护理理论与实践进行批判性分析的重要性，包括本体论和认识论探究。第二部分描述一种涉及本体论和认识论的家庭护理批判教学法。
