A philosophy underlying excellence in teaching.

  • Tabak N
  • Adi L
  • Eherenfeld M
  • 10


    Mendeley users who have this article in their library.
  • 12


    Citations of this article.


This article discusses nursing education and changing paradigms of knowledge, emphasizing critical thinking, nursing praxis, and the place of the educator as a role model who provides knowledge, facilitates critical thinking, and teaches students how to cope with the knowledge. It interprets the connection between knowledge and power as a potential source of injustice and inequality in the student-teacher relationship; and tries to solve this problematic issue by annulling the differences in power. Examples from clinical areas are presented to illustrate differential power the educator-teacher-researcher has in different clinical areas.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Nili Tabak

  • Livne Adi

  • Mali Eherenfeld

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free