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.
CITATION STYLE
Tabak, N., Adi, L., & Eherenfeld, M. (2003). A philosophy underlying excellence in teaching. Nursing Philosophy : An International Journal for Healthcare Professionals, 4(3), 249–254. https://doi.org/10.1046/j.1466-769X.2003.00149.x
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