Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theoretical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as 'problem-based' and 'self-directed' learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education.
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"The aim of this section is not to start a debate to differentiate andragogy (helping adults learn) (Darbyshire, 1993; Delahaye, Limerick, & Hearn, 1994) to differentiate andragogy (helping adults learn) from pedagogy (helping children learn) (Knowles, 1980) (p.43) but to bring to your attention the fact that technological developments have brought about changes in the learning opportunities that we can offer learners and that this requires some special consideration. "
[Show abstract][Hide abstract] ABSTRACT: Education and training departments are a core element of UK ambulance services. There is an emphasis on ensuring the adequate provision of continuing professional development opportunities to staff, as well as an increased focus on patient safety across all aspects of healthcare provision. In the light of technological developments, the ways of delivering certain aspects of training or monitoring competencies and the actual physical infrastructures of educational facilities sometimes requires to be adapted. This article provides guidance on how to set up a simulation training unit within an ambulance service by either reconfiguring existing facilities or starting from a blank canvas.
"Potential problems for teachers in releasing students from control were also highlighted, supporting the views of Darbyshire (1993), Katz (1995) and Rolfe (1993). This may add to the dif®culty that students experience in SDL, and may be exacerbated when it is used occasionally in an otherwise teacher-led course. "
[Show abstract][Hide abstract] ABSTRACT: To explore teachers' and students' understanding of the term 'self-directed learning', and elicit their views of its value in paediatric intensive care nurse education.
A qualitative case study, including a field diary, document examination, interviews with teachers and students, observation, and a student learning diary, was used to collect data.
The study showed that teachers and students experienced some difficulty in articulating an exact definition of self-directed learning. They considered it to be of some value, but only when used in conjunction with teacher-led methods of learning.
Attempts to implement self-directed learning in an observable form have led to confusion about its nature. It is also important to consider how far an educational philosophy or approach is congruent with the reality of any given course of study, as opposed to focusing on observable teaching and learning tools or methods.
Nursing standard: official newspaper of the Royal College of Nursing 09/2002; 17(1):33-8. DOI:10.7748/ns2002.09.17.1.33.c3267
"In recent years nurses have become increasingly concerned that the scientific and technological aspects of nursing are in danger of overshadowing the humanistic and artistic elements, which should be an integral part of both nursing education and nursing practice (see e.g. Benner & Wrubel 1989, Younger 1990, Darbyshire 1993). These concerns have been prompted by a growing awareness that understanding nursing care cannot develop from a background of education which focuses solely upon physical and social sciences and which neglects the arts and humanities. "
[Show abstract][Hide abstract] ABSTRACT: It is often claimed that nursing is both an art and a science, yet nursing education has been reluctant to accord arts and literature a prominent place within nursing curricula. While the discipline of medical humanities has been developing for around two decades, there has been no comparable movement within nursing. This paper describes the development, implementation and initial hermeneutic evaluation of a new course, 'Understanding Caring Through Arts and Humanities' which we believe to be unique in being a fully accredited unit which is offered within a BA (Honours) Health Studies Degree for nurses and other health care professionals.