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Biomedical subjects

N Diekelmann

Publications and source records attributed to N Diekelmann.

At least 19 recordsLinked to original sources
PubMed2001

Narrative Pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians.

Research-based innovation in nursing education is needed to address complexities in both educational and clinical environments. This 12-year study describes Narrative Pedagogy that arises out of the common lived experiences of students, teachers, and clinicians in nursing education. Narrative Pedagogy as sharing and interpreting contemporary narratives is a call for students, teachers, and clinicians to gather and attend to community practices in ways that hold everything open and problematic. It utilizes conventional, phenomenologic, critical, and feminist pedagogies, along with postmodern discourses to revision nursing education. Narrative Pedagogy emanates out of interpretive phenomenology. The Concernful Practices of Schooling Learning Teaching are common experiences that belong together and co-occur and provide a new language for students and teachers. They will be explicated in the context of three narratives. Narrative Pedagogy is described as a research-based, innovative alternative for reforming nursing education.

Education, Nursing↗
PubMed2000

Learning ethics in nursing and genetics: narrative pedagogy and the grounding of values.

An approach to learning is proffered that simultaneously provides new ways of thinking about ethics and genetics. This approach, narrative pedagogy, looks toward the ground of ethics and values in nursing practice and genetics. The ground is presented here as the beginning of questioning rather than an end, that is, questioning as a horizon, out of which new understandings for ethics and genetics can emerge.

Attitude of Health Personnel↗
PubMed1999

Reading Heidegger and interpretive phenomenology: a response to the work of Michael Crotty.

In a recent paper in Nursing Inquiry and in his other work, Michael Crotty was severely critical of much interpretive nursing scholarship and especially of some nurse scholars' interpretations of the work of Martin Heidegger. In this paper we respond to Crotty's attempt to set out what Heidegger 'actually says' [sic] in relation to tradition, culture, destruction, das Man and everydayness. We suggest that Crotty took a narrow, existentialist view of Heidegger's work and that this view was often misguided and poorly informed. We show not only that an alternative understanding of Heidegger's work in these important areas is possible, but that this interpretation is strongly supported by a deeper and wider reading of Heidegger's own work and of the secondary literature of Heideggerian scholarship.

Attitude of Health Personnel↗
PubMed1998

Preserving writing in doctoral education: exploring the concernful practices of schooling learning teaching.

Many contemporary scholars have challenged the current culture of graduate education and have suggested a need to reform nursing scholarship. The purpose of this study was to describe and analyse the common practices and shared lived experiences of nurses who are students or teachers in doctoral education. Participants recruited from across the United States included 15 nurses, five of whom were current faculty members in doctoral programmes in nursing and 10 who were currently enrolled as students in doctoral programmes. Data collected from extended, non-structured interviews were analysed hermeneutically using the interpretive phenomenology of Heidegger and Gadamer as the philosophical background. The results of this study reveal that the practices of scholarship, reading, writing, thinking and dialogue are inseparable and belong together. Analysing and describing how the practices of scholarship belong together will contribute to extending an understanding of how the practices of writing can be preserved in contemporary doctoral education. 'Preserving' refers to how teachers and students perpetuate and sustain these practices in ways that are meaningful and transformative and in ways that are oppressive. This study explores the experiences that are central to becoming a scholar and suggests how their meaningfulness can be sustained and extended into the next millennium.

Attitude of Health Personnel↗
PubMed1989

Writing to learn: a reconceptualization of thinking and writing in the nursing curriculum.

The connection between writing and thinking has been radically reconceptualized in recent years. Whereas the previous view saw writing as recording thought, the new perspective sees writing as developing thinking. The change in views about writing is discussed and implications of the "Writing to Learn" paradigm for instructional and curricular issues in nursing are explored.

Curriculum↗