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Undergraduate nursing curriculum building: an exploration into the ‘sciences’ requirements
Author(s) -
Ferguson Marion C.
Publication year - 1984
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/j.1365-2648.1984.tb00361.x
Subject(s) - curriculum , consciousness , orientation (vector space) , engineering ethics , sociology , point (geometry) , discipline , nursing research , nurse education , nursing , psychology , pedagogy , medical education , medicine , social science , geometry , mathematics , neuroscience , engineering
Academic nursing studies programmes are often channelled into one or other existing academic discipline. This limits the development of nursing knowledge which needs to be broader and more varied than a one‐discipline orientation. Nursing students’ epistemological difficulties arise because of inherent tensions brought about when the paradigms of such disciplines and practice requirements conflict, which so often they do. Interpretive sociological approaches as intellectual orientation for nursing studies offer a way out as their reflective patterns may encourage consciousness development and, through it, point towards changes.