Abstract
This paper reframes an interpretive study as critical inquiry as the researchers interrogate their roles and authority in the 'reading' of what is valued as reflective. Working from data collected in written philosophies and interviews within the context of a one-year subject aimed at developing reflective practice and an appreciation of ways of knowing, this paper examines the change in philosophies of nursing perceived by three university-based educators and their students. The study reveals a growing appreciation of the complexity of nursing but a limited consideration of the dialectic of critical theorising and everyday engagement necessary to critical reflection and reconstruction of action. More importantly, the process of research collaboration raises questions of the soul-searching necessary for university educators to act against the institutionalised political context that determines what is seen to be of value in student learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
