Open AccessTeachersasRESEARCHERS:A Narrative Pedagogical Approach to Transforming a Graduate Family and Health Promotion Course
Author(s) -
Karen A. Brykczynski
Publication year - 2012
Publication title -
nursing education perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.604
H-Index - 48
eISSN - 1943-4685
pISSN - 1536-5026
DOI - 10.5480/1536-5026-33.4.224
Subject(s) - scholarship , promotion (chess) , narrative , relevance (law) , curriculum , medical education , warrant , pedagogy , nurse education , action research , sociology , psychology , medicine , nursing , political science , philosophy , linguistics , politics , financial economics , law , economics
Scholarship of teaching in nursing is illustrated by describing the development, implementation, evaluation, and revision of a family and health promotion course for graduate family nurse practitioner students. A narrative pedagogical approach that combines conventional pedagogy with action research is used. The work, an example of curriculum as dialogue, illustrates how teachers can incorporate research, evaluation, and reflection into their daily teaching practice. Given adequate support, these evaluation and research activities could constitute part of the scholarship of teaching, and, as such, would warrant allocation of time in faculty workloads and formal acknowledgment in annual performance evaluations and promotion and tenure decisions. The importance of increasing the clinical relevance of the scholarship of teaching in a practice discipline such as nursing is also emphasized.