Teaching Nursing as a Complex Emergent Discipline




Clancy, Tracey L

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My goal with this inquiry was to seek the meaning of teaching nursing from within the discipline, aligning pedagogy with what it means to become a nurse in addition to revealing what nursing is as an embodied practice and how it should be taught. I utilized Max van Manen’s hermeneutic phenomenological human science research approach as the methodology for the analysis of this research. Five registered nurse educators with more than ten years’ experience teaching undergraduate and/or graduate students, dedicated to the notion that there is a disciplinary perspective that supports nursing research, education, and practice, and who have engaged in philosophical reflection of nursing’s disciplinary perspective participated in the study. Relationality, becoming, and trusting were foundational concepts underpinning teaching practice as revealed within the lived experience of these nurse educators. Relationality was manifest as an embodied exchange within the dynamic and emergent nature of experience with oneself, with another, and with knowledge itself. Becoming was revealed through the lens of a process orientation. Articulating learning nursing through a process of becoming means fostering learning through embracing paradoxical and dialectical thinking and supporting students to engage in learning nursing as a process of navigating complexity, uncertainty, indeterminacy, difference, and paradox that characterize nursing practice. Participants shared that the invisible nature of a process orientation requires trusting learning as an ever-renewing relational process. The meaning of teaching nursing was revealed as a complex emergent discipline.



Nursing, Discipline, Teaching, Philosophy