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Nursing caps to feminist pedagogy: transformation of nursing education
Teaching and Learning in Nursing (2011) 6, 102–108
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Nursing caps to feminist pedagogy: transformation of nursing education Susan Welch EdD(c), RN, CCRN, CNE⁎ University of West Georgia, Carrollton, GA 30118-5180, USA KEYWORDS: Feminist pedagogy; Nursing education
Abstract A focus on gender is necessary within the current classroom as a means to make for a more equal educational process. In addition, it will allow nursing students to see and understand the potential of favoritism of one gender group over another, thus sensitizing them for the real world. Not only will focus on gender within the classroom create a more democratic classroom, but it will also be a means to change nursing education curriculums forever as perhaps students would deal better with the patriarchy of doctors. Therefore, inclusion of a feminist pedagogy in nursing education is necessary because it will transform nursing education, enact new narrative pedagogies, and incorporate a much needed feminist pedagogy within nursing education. © 2011 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
1. Introduction A transformation of nursing education can exist if the inclusion of a feminist pedagogy is integrated into current nursing education curriculums. In order for this transformation to occur, a strong emphasis is necessary in nursing education for dynamic teaching practices that encompass new pedagogical approaches such as narrative pedagogy and other active learning methods (Diekelmann, 2005b). As nurse educators, we should provide these new learning opportunities for students to allow them to reflect upon past and present experiences as women, as well as nursing as a feminized profession dominated by men, which will create a mutual dialogue based upon these lived experiences. As nursing education strives to provide further effective learning experiences for our students, perhaps the inclusion of a feminist pedagogy encompasses the essentials of a learning environment that not only involves nursing students' former
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knowledge but also includes strategies for the development of nursing students' future knowledge.
2. Narrative pedagogy Because the inclusion of a feminist pedagogy in nursing education will help transform nursing education, it will also provide a much needed narrative pedagogy to help prepare nursing students for contemporary practice. Narrative pedagogy is a phenomenological pedagogy and is transferable to various contexts within the nursing classroom (Diekelmann, 2001). Research has shown that former pedagogies used in nursing education are no longer effective to produce competent nurses (Ironside, 2003a). However, even with former research known, current nurse educators continue to teach based on traditional pedagogies (Diekelmann, 2001). A narrative pedagogy will allow nursing students to share and interpret nursing instead of memorizing nursing content for practice (Ironside, 2005). Therefore, cognitive maturity will develop in nursing students based upon the use of a narrative pedagogy to allow future
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Nursing caps to feminist pedagogy: transformation of nursing education autonomy within their individual nursing practices (Evans & Bendel, 2004).
3. Feminist pedagogy Lastly, because transformation of nursing education and narrative pedagogy are necessary in nursing education, so is the incorporation of a much needed feminist pedagogy. Feminist pedagogy is an engaged learning environment within which the self is looked at reflectively as a means to produce a change within the destructive hatreds currently present in society (Falk-Rafael, Chinn, Anderson, Laschinger, & Rubotzky, 2004). Research has shown that the use of a feminist pedagogy within the nursing education will increase personal empowerment (Falk-Rafael et al., 2004). Perhaps, this increase of personal empowerment for nursing students within the classroom will extend to the contemporary nursing practice environments of the present and future (Falk-Rafael et al., 2004). In addition, curriculum revolution offerings have long called for nursing education to seriously engage with feminist scholarship to construct and include feminist pedagogies within current nursing curriculums (Weyenberg, 1998). Now is the time for nurse educators to revolutionize their curriculums and create affirmative effects for nursing students with the inclusion of a feminist pedagogy in nursing education. Inquiry and exploration of the inclusion of feminist pedagogy are necessary for a number of reasons. First, this approach looks into a marked change of nursing education by the inclusion of a feminist pedagogy. Second, this analysis identifies how a feminist pedagogy will incorporate a much needed narrative pedagogy in nursing education. Third, this discussion will illustrate how a curriculum revolution, which calls for the inclusion of a feminist pedagogy, is necessary for the future development of nurses as empowered and empowering individuals within health care settings. Perhaps, current nurse educators can join with me on this journey toward a mutual coexistence that involves both nursing education and feminist pedagogy.
4. Transformation in nursing education Background information regarding the characteristics of generation X and generation Y is necessary to transform nursing education since a baby boomer population is currently teaching these aforementioned generations in nursing education (Walker et al., 2006). Generation X, individuals born between the years of 1965 and 1980, has dominated college classrooms for the past 20 years and is characterized as being highly independent (Walker et al., 2006). Generation Y, individuals born between the years of 1980 and 2002, is the largest generation to attend college and will be the most culturally diverse to date (Walker et al., 2006). The generation Y has characteristics of being self-
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reliant, questioning, and technologically advanced beyond any previous generation (Walker et al., 2006). In previous studies, a lack of statistical significance was found between generation X and generation Y regarding their desired methods of teaching in nursing education (Walker et al., 2006). However, generations X and Y call for a different pedagogical approach within nursing education as a means to transform nursing education.
4.1. Active learning modalities Therefore, to create positive and desired learning experiences within the nursing education, a variety of active learning strategies can be integrated to make learning applicable to clinical practice for both generations X and Y (Heye & Stevens, 2009). This active learning can include a variety of teaching methods that uses advanced technology such as online learning, Web-based self-modules, and interactive audiovisuals (Heye & Stevens, 2009; Walker et al., 2006). Means of interactive learning such as Web-based literature searches, debates, and poster presentations can also be used as effective teaching strategies (Heye & Stevens, 2009; Walker et al., 2006). Heye and Stevens (2009) found group work also effective within a course when students are able to self-select members of individual groups. However, Walker et al. (2006) came to a conclusion that group work was not regarded as valuable either inside or outside the classroom according to nursing students. As a means to create further positive and desired learning experiences within nursing education, both generation X and generation Y like the incorporation of lecture as their predominant teaching method; yet, handouts to accompany the lecture are preferred with their desired lecture method of instruction (Walker et al., 2006). Following lectures, case studies are sometimes desired by both generations if the content is difficult to learn, although faculty felt that students were better able to apply evidence-based practice concepts to clinical courses when case studies were used as an active learning strategy (Heye & Stevens, 2009; Walker et al., 2006). Interestingly, most generation X and generation Y students do not want a completely Web-based form of instruction but instead prefer a combination of Web-based and classroom instruction (Walker et al., 2006). With a current focus on Web-based instruction in nursing education, this attention challenges current nurse educators to personalize their writing via the Web within their online courses (Diekelmann & Mendias, 2005). A means to stay personal with nursing students would include expressions of concern and the display of a caring attitude when students experience technological difficulties in their online course (Diekelmann & Mendias, 2005). In addition, beginning messages to students with a personal comment is an additional example of a supportive approach to connect with nursing students (Diekelmann & Mendias, 2005). The connection found within written messages between a nurse educator and a nursing student provides a presence and mutual knowing to
104 help create future reciprocal possibilities of which may be unknown to both individuals at the time.
4.2. Geriatric nursing education To create further positive and desired learning experiences within nursing education, a paradigm shift is needed not only in undergraduate nursing education but also in geriatric nursing education (Kirkpatrick & Brown, 2004). Research has emphasized the need for personal stories, film, and literature to teach geriatric content in nursing education (Kirkpatrick & Brown, 2004). Firstly, nursing students can interview and share stories with geriatric clients and then critically reflect upon the conversation (Kirkpatrick & Brown, 2004). Research also emphasizes how storytelling has been used to pass knowledge from one generation to the next (Kirkpatrick & Brown, 2004). The stories from individual storytelling can be used to promote critical thinking as knowledge is shared of past lived experiences (Kirkpatrick & Brown, 2004). The use of films and literature also explores the natural process of living and dying, which is so vital a topic to the exploration of meaning in geriatric nursing (Kirkpatrick & Brown, 2004). The use of personal stories, film, and literature within geriatric nursing education promotes open discussion for nursing students as a means to prepare them for the servicelearning portion of their class (Kirkpatrick & Brown, 2004). As a means to learn service, nursing students can be required to donate a service to a local geriatric community (Kirkpatrick & Brown, 2004). Examples of time spent with geriatric clients include playing board games, preparing an advance directive, and engaging in Tai Chi sessions (Kirkpatrick & Brown, 2004). Research has shown that nursing students and geriatric clients both found use of the previously mentioned learning experiences a success (Kirkpatrick & Brown, 2004). Lastly, a reflective journal, which is maintained by nursing students during the geriatric nursing education process, is necessary so students can gain insight and reflection from their personal lived experiences (Kirkpatrick & Brown, 2004). Perhaps, the learning experience described above may offer a lifelong geriatric focus in which future geriatric relations and experiences may emerge within the nursing education (Kirkpatrick & Brown, 2004). In summary, as many may question whether new pedagogical practices are really necessary to transform nursing education, it is necessary to first become learners of teaching prior to becoming teachers of learning (Diekelmann, 2005b). Diekelmann (2005b) comments on the importance of team-building skills within a school of nursing prior to the development of any new educational approach to learning. In addition, to maintain nurse educators within today's collegial environment, there must be appreciative and collegial ways to offer support to nurse educators both from collegial partners and nurse educators themselves (Diekelmann, 2005b; Moody, Horton-Deutsch, & Pesut,
S. Welch 2007). Appreciative support may include means of knowing and affirmation to enhance solidarity and understanding among nurse educators (Diekelmann, 2005b; Moody et al., 2007). A nurse educator should know oneself and his or her collegial partners as a way to become an effective educator within the nursing education. A qualitative study by Morris (1993) found that effective nurse educators perceive themselves as hardworking, caring, interactive, humorous, worthy, and in a constant state of development and change. Because diverse perspectives of each nurse educator is honored and allowed, it then becomes possible to develop as a nurse educator and question assumptions, evidence base, and commitments of the current educational practices (Diekelmann, 2005b; Moody et al., 2007).
5. Narrative pedagogy As a means to transform nursing education and our current educational practices, more evidence is needed to support the traditional pedagogical practices used in nursing education, which supposedly increase critical-thinking abilities in nursing students (Ironside, 2003a; Ironside, 2005). This reliance on the traditional pedagogical practices in nursing education is often taken for granted by nurse educators and rarely researched for effectiveness (Ironside, 2003a; Ironside, 2005). When researched, current traditional pedagogies have been found insufficient to prepare nursing students for the rigors of modern health care, and because of this reliance on traditional pedagogical practices in nursing education, an overabundance of content is taught whereas little content is removed (Ironside, 2003a; Ironside, 2005). However, there is a new focus in nursing education to evaluate and create new pedagogies unique to nursing education (Ironside, 2003a; Ironside, 2005). Narrative pedagogy, which was developed and contributed within the nursing education by Nancy Diekelmann, a nurse educator, can address these limitations of traditional pedagogies in nursing education and offer a way for nursing students to think differently about nursing through their stories and the stories of others (Ironside, 2005; Nehls, 1995). The use of narrative pedagogy in nursing education is not focused around the acquisition of knowledge like traditional pedagogies but instead the application of thinking to nursing practices (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). A nurse educator will remove the focus from memorization of content to the sharing of stories and the interpretations of those stories mutually by the educator and student (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). Often, questions for which there is no easy answer may emerge as educators and students alike explore the situation presented and its possible conclusions (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). An exploration of knowledge known and knowledge unknown is encountered with narrative pedagogy, as the importance of thinking is emphasized so students may learn to question
Nursing caps to feminist pedagogy: transformation of nursing education everything they encounter in the future (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). Narrative pedagogy also offers an engagement with content, which former pedagogies were unable to provide in nursing education (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). Research has found that nursing students are actually interested in the complexity of nursing practice, which once seemed at a distance with traditional pedagogies, and because of this, nursing students come alive within the classroom with narrative pedagogy (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). This recreation in the classroom can construct better teacher–student relationships than the previous relations through which a legacy of teacher-centered pedagogies existed (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). With narrative pedagogy, both the nurse educator and the nursing student become accountable as each reinforces what the other is thinking (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). Now the teacher and student will share lived experiences as they emerge and coexist together.
5.1. Active learning modalities As noted, the need for nursing educational innovation has never been greater. Traditional pedagogies have constrained nursing education for years, and nurse educators are now ready to implement alternative pedagogies such as narrative pedagogy (Brown, Kirkpatrick, Mangum & Avery, 2008). There are a variety of ways in which narrative pedagogy can be infused into the nursing education. These various modalities include journaling, articles, storytelling, music, film, and art (Brown et al., 2008). As the educational paradigm shifts from passive to active learning, nurse educators must incorporate learning experiences that require reflection and critical thinking of their nursing students (Brown et al., 2008). Brown et al. (2008) state that narrative pedagogy does not rid the classroom of traditional approaches but instead offers innovative ways to recreate and transform those approaches. Further research is needed to examine the effectiveness of narrative pedagogy in nursing education as a means to solidify the learning experiences for both the nurse educator and the nursing student involved (Brown et al., 2008).
5.2. Research articles Now a deeper look into the various active learning modalities to infuse narrative pedagogy is necessary so nurse educators may view ways in which to incorporate narrative pedagogy within their own classrooms. One example is the use of nursing research articles in which to start a class, followed by open discussion (Diekelmann, 2005a). In narrative pedagogy, nurse educators engage students in the learning process to make the learning process more compelling for both (Diekelmann, 2005a).
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The use of research articles offers the appeal of actually teaching, not just the concept of adding more content, which is the norm in nursing education today (Diekelmann, 2005a). Utilization of new research articles allows learning for everyone involved instead of the nurse educator simply teaching only the content they know (Diekelmann, 2005a). In addition, the use of research articles as a narrative pedagogical approach allows students to begin the process of questioning what they are reading and hearing on a daily basis (Diekelmann, 2005a).
5.3. Stories Another active learning strategy is the use of stories in nursing education as a means to promote critical thinking and effective learning for nursing students (Crawley, 2009; Diekelmann & Scheckel, 2004). A story, using narrative pedagogy, can develop and expand essential knowledge in nursing practice as nurse educators share their individual stories of clinical experiences with nursing students (Crawley, 2009; Diekelmann & Scheckel, 2004). Then, as both nurse educator and student share stories, they each learn about the possibilities of acquisition of knowledge and teaching within the clinical environment (Crawley, 2009; Diekelmann & Scheckel, 2004). The use of various stories of clinical experiences can be interpreted for their meaning, as well as a means to think anew about clinical education situations (Crawley, 2009; Diekelmann & Scheckel, 2004). By initiation of the narrative pedagogy of stories, nursing students will be allowed more freedom in clinical to critically think on their own (Crawley, 2009; Diekelmann & Scheckel, 2004).
5.4. Children's picture books Children's picture books also offer the narrative pedagogy of stories (Crawley, 2009; Diekelmann & Scheckel, 2004). The use of children's picture books in nursing education allows students to open up about issues previously hard to discuss (Crawley, 2009; Diekelmann & Scheckel, 2004). These issues include diversity, aging, sexuality, and birth (Crawley, 2009; Diekelmann & Scheckel, 2004). Stories that include these issues help verify the student's individual beliefs and could be used to verify their patient's individual stories as well (Crawley, 2009; Diekelmann & Scheckel, 2004). Perhaps, the use of stories with case studies for instance could be a valuable addition to nursing education in the future to help further the use of narrative pedagogy. In order to use stories as a form of narrative pedagogy in nursing education, nursing students must be required to assess their own value system and reflect upon past experiences (Crawley, 2009; Diekelmann & Scheckel, 2004). Nurse educators are not in total agreement about the correlation between stories and reflection (Crawley, 2009; Diekelmann & Scheckel, 2004). Some nurse educators feel that the learning experience and development
106 of the student are based solely on the stories provided by the educator (Crawley, 2009; Diekelmann & Scheckel, 2004). However, the use of patients' stories can initiate assessment and reflection as nursing students must uncover their own personal belief system (Crawley, 2009; Diekelmann & Scheckel, 2004). In addition, the students learns that patients' stories are solely from the patients' frame of reference, thus furthering the students' ability to explore their own value system (Crawley, 2009; Diekelmann & Scheckel, 2004). As stated previously, nursing research has shown traditional pedagogies as obstructive to knowledge formation and critical thinking (Evans & Bendel, 2004). However, critical thinking is one of the aspects most vital to functioning effectively within the current health care system (Evans & Bendel, 2004). The application of knowledge should be the core of nursing education as nurses must make decisions independently in relation to their patients' care (Evans & Bendel, 2004). Instead, current nursing education is teacher focused, with the teacher as the only one with knowledge (Evans & Bendel, 2004). An additional active learning strategy to promote narrative pedagogy within the nursing education and critical thinking for students is the integration of films (Evans & Bendel, 2004).
5.5. Clinical discussion Narrative pedagogy, thru the use of clinical discussion, allows students to reflect upon their clinical experiences and offers a way to provide theoretical knowledge to clinical practice (Kawashima, 2005). Questions that nurse educators may ask a nursing student refer to their feelings during a skill procedure, what the student was thinking during the skill, and the impact of the skill on the patient (Kawashima, 2005). In addition, a reflection of what the student envisions as a way to improve his or her clinical skill is also addressed (Kawashima, 2005). As the student's level of comfort is developed answering these types of questions, the nurse educator can then ask more in-depth-type questions as a more reflective phenomenon begins to emerge (Kawashima, 2005). This form of reflective clinical discussion can happen within a group format or thru journaling directly to the nurse educator. Further research is needed to examine the effectiveness of narrative pedagogy in nursing education as a means to solidify the learning experiences for nursing students (Brown et al., 2008). Quantitative and qualitative findings collected by Ironside (2003a) found no difference between what nursing students anticipated within a course using narrative pedagogy and what the students received (Ironside, 2003a). Nursing student evaluations within this same course found the class to be very conducive to learning (Ironside, 2003a). As narrative pedagogy does embrace various active learning modalities, such as class and clinical discussion, research articles, stories, and films, it also embraces numerous philosophical frameworks (Nehls, 1995). One philosophical
S. Welch framework of which narrative pedagogy embraces is feminist pedagogy (Nehls, 1995).
6. Feminist pedagogy Feminist pedagogy is an approach to teaching that focuses on overcoming oppression as related to gender within social relations (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). The empowerment of women is a central theme within feminist pedagogy (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). A feminist pedagogy educator acknowledges the necessity of empowerment for women and does so by exposing oppression within schooling, teaching, and learning environments (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). Ironside (2001) emphasizes the importance of nurse educators to include the collective good over the individual when use of feminist pedagogy is used within the classroom. In addition, gendered power relations are not the only issue within feminist pedagogy because other forms of oppression do exist (Ironside, 2001; Weyenberg, 1998). Currently, nursing education uses feminist pedagogy as an alternative to lecture within some upper-level classrooms (McAllister & Ryan, 1995; Weyenberg, 1998). Instead of the traditional educational model of passive and oppressive learning using lecture, feminist pedagogy allows active participation, collaboration, connected and relational learning, and critical thinking (Weyenberg, 1998). Literature regarding first-person accounts of oppression within the health care system is an example of feminist pedagogy within the classroom (Weyenberg, 1998). These first-personaccount literature readings encourage nursing students to take a stance against oppressed groups who are marginalized within the health care environment, as well as society in general (Weyenberg, 1998).
6.1. Research findings Literature does validate that feminist pedagogies applied in class leads to nursing student empowerment both within and outside the classroom as a means to support feminist pedagogy effectiveness (Beck, 1995; Bourghn & Wang, 1994; Falk-Rafael et al., 2004). Falk-Rafael et al. (2004) performed a quantitative study to determine whether feminist pedagogy could empower nursing students and used the Barrett's Power as Knowing Participation in Change Tool to measure student empowerment (Falk-Rafael et al., 2004). Results showed an increase in student empowerment scores within a course in which feminist pedagogy was initiated (Falk-Rafael et al., 2004). Beck (1995) conducted a qualitative study in which cooperative learning and feminist pedagogy were used as the primary teaching modality within a nursing course. Researcher Beck (1995) discovered use of cooperative learning and feminist pedagogy as an effective
Nursing caps to feminist pedagogy: transformation of nursing education teaching method per nursing student responses of his or her class experiences. To further support effectiveness of feminist pedagogy, a quantitative study that investigated the effects on attitudes and beliefs of nursing students who take a feminist-oriented women's health course was examined by Bourghn and Wang (1994). The nursing student participants completed a questionnaire at the beginning and at the end of the elective upper-level women's health course. The questionnaire contained sections such as thoughts regarding professional status and activism, regard for women and independence, and sexism in the media and violence against women (Bourghn & Wang, 1994). In addition, a questionnaire was answered by a heterogeneous group of nursing and nonnursing students to serve as a control group (Bourghn & Wang, 1994). The results of this study found significant posttest scores for the experimental group, whereas the control group showed no change in their pretest and posttest scores (Bourghn & Wang, 1994). A desire for nursing education to move from perhaps one course on feminist thinking to the integration of feminist pedagogy throughout the entire curriculum is encouraged by Bourghn and Wang based on the results of this study.
6.2. Curriculum Integration As a means to show further effectiveness and integration of feminist pedagogy throughout the entire nursing curriculum, Hezekiah (1993) offers strategies to help expedite this very process. There are five basic feminism goals that should be included within every nursing course to support feminist pedagogy (Hezekiah, 1993). These goals, also known as common themes of feminist pedagogy by Schniedewind (1983), includes an atmosphere of mutual respect, trust and community, shared leadership, cooperative structures, integration of cognitive and affective learning, and action (Hezekiah, 1993). By the word action, Hezekiah (1993) means action-oriented fieldwork, which could include work settings such as hospitals. Hezekiah (1993) views feminist pedagogy as essential within the nursing education to educate nursing students regarding the oppressive structures within society, as previous authors have noted, and also encourages the use of aforementioned feminist process goals as a course framework combined with effective teaching strategies.
6.3. Active learning modalities A reconceptualizaton of effective classroom teaching strategies is necessary to incorporate feminist pedagogical thinking into the minds of nursing students (McAllister & Ryan, 1995). McAllister and Ryan (1995) offer ideas for effective teaching strategies using feminist pedagogy such as discussion, poetry, metaphors, photography, cartoons, opinion polls, attitude response, hypothetical, cross-disciplines, case studies, generating truth statements, writing for
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publication, meet the press, question box, and five theorists in a hot-air-balloon (McAllister and Ryan, 1995). A variety of teaching strategies is offered because one way of teaching using feminist pedagogy is insufficient, and a variety provides a multitude of ways in order for nurse educators to relay knowledge while allowing exposure of students' personal convictions per McAllister and Ryan (1995). Feminist pedagogy can exist in nursing education with a variety of teaching strategies in which to engage nursing students to think critically. However, because discussion of teaching strategies is necessary with the use of feminist pedagogy, so is the implementation of a unique teaching approach to empower nursing students. Literature has shown that despite the fact that feminist pedagogy can empower nursing students, the use of such an educational discourse may also prove otherwise (Weyenberg, 1998). Firstly, the educator is strongly implicated as “the empowerer,” which may be the reason why there is so little inclination to incorporate this teaching strategy (Weyenberg, 1998). Secondly, the ability to empower others is overstated and overemphasized as the empowerment of students may not actually happen (Weyenberg, 1998). Thirdly, an end result is desired, such as personal change, which is difficult to accomplish within the classroom (Weyenberg, 1998). This empowerment associated with feminist pedagogy enacts a hierarchical relationship between the nurse educator and student as they coexist and undergo the transformation together within the classroom (Weyenberg, 1998). Nursing classroom courses that use feminist pedagogy are typically professional courses instead of medically focused courses (Weyenberg, 1998). Nursing students enrolled within these courses typically have experience within the clinical environment (Weyenberg, 1998). The enrollment is usually small in these upper-level nursing courses, and these courses often become the end of feminist pedagogy for these nursing students (Weyenberg, 1998). Many nursing students are excluded from feminist pedagogy because it is solely in an upper-level professional course and other nursing students become disengaged from the entire feminist pedagogy process (Weyenberg, 1998). Perhaps, circular seating and reflection upon lived experiences may not be as empowering as once thought for nursing students, nor does the process of integration of feminist pedagogy deserve reviewing by nurse educators (Weyenberg, 1998)? Do you have to reach a certain level of experience or maturity to engage in feminist pedagogy? Or is it seen as an elitist approach reserved for the few which goes against feminist principles? Weyenberg (1998) calls for a need to infuse feminist pedagogy within the entire nursing curriculum, not just the ideal upper-level professional courses (Weyenberg, 1998). In addition, simply rearranging courses during curriculum revisions is not enough to infuse feminist pedagogy (Weyenberg, 1998). A different means of change is necessary so that feminist pedagogy can be available to all nursing students within every course (Weyenberg, 1998).
108 Within the current hierarchical educational environment, it is difficult to incorporate feminist pedagogy given the complexities of some nursing courses (Weyenberg, 1998). However, within the right nursing curriculum, affirmative and empowering opportunities can exist due with feminist pedagogy (Weyenberg, 1998).
7. Implications for nursing caps to feminist pedagogy This examination of feminist pedagogy suggests several implications for nursing education. One implication is there is a lack of feminist pedagogy in nursing education. The second implication is conversations using a feminist perspective can occur in nursing education with narrative pedagogy as the underlying framework. The third implication suggests a need for further research in relation to feminist pedagogy in nursing education. Perhaps, others may offer their thoughts and evidence to support feminist pedagogical practices in nursing education. Our nursing students deserve the right to class and clinical discussions about oppressive practices that continue to live both within and outside of nursing and nursing education. A focus on gender within these environments can create a more inclusive atmosphere while also changing current nursing curriculums forever.
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Nursing caps to feminist pedagogy: transformation of nursing education Susan Welch EdD(c), RN, CCRN, CNE⁎ University of West Georgia, Carrollton, GA 30118-5180, USA KEYWORDS: Feminist pedagogy; Nursing education
Abstract A focus on gender is necessary within the current classroom as a means to make for a more equal educational process. In addition, it will allow nursing students to see and understand the potential of favoritism of one gender group over another, thus sensitizing them for the real world. Not only will focus on gender within the classroom create a more democratic classroom, but it will also be a means to change nursing education curriculums forever as perhaps students would deal better with the patriarchy of doctors. Therefore, inclusion of a feminist pedagogy in nursing education is necessary because it will transform nursing education, enact new narrative pedagogies, and incorporate a much needed feminist pedagogy within nursing education. © 2011 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
1. Introduction A transformation of nursing education can exist if the inclusion of a feminist pedagogy is integrated into current nursing education curriculums. In order for this transformation to occur, a strong emphasis is necessary in nursing education for dynamic teaching practices that encompass new pedagogical approaches such as narrative pedagogy and other active learning methods (Diekelmann, 2005b). As nurse educators, we should provide these new learning opportunities for students to allow them to reflect upon past and present experiences as women, as well as nursing as a feminized profession dominated by men, which will create a mutual dialogue based upon these lived experiences. As nursing education strives to provide further effective learning experiences for our students, perhaps the inclusion of a feminist pedagogy encompasses the essentials of a learning environment that not only involves nursing students' former
⁎ Corresponding author. E-mail address: [email protected]
knowledge but also includes strategies for the development of nursing students' future knowledge.
2. Narrative pedagogy Because the inclusion of a feminist pedagogy in nursing education will help transform nursing education, it will also provide a much needed narrative pedagogy to help prepare nursing students for contemporary practice. Narrative pedagogy is a phenomenological pedagogy and is transferable to various contexts within the nursing classroom (Diekelmann, 2001). Research has shown that former pedagogies used in nursing education are no longer effective to produce competent nurses (Ironside, 2003a). However, even with former research known, current nurse educators continue to teach based on traditional pedagogies (Diekelmann, 2001). A narrative pedagogy will allow nursing students to share and interpret nursing instead of memorizing nursing content for practice (Ironside, 2005). Therefore, cognitive maturity will develop in nursing students based upon the use of a narrative pedagogy to allow future
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Nursing caps to feminist pedagogy: transformation of nursing education autonomy within their individual nursing practices (Evans & Bendel, 2004).
3. Feminist pedagogy Lastly, because transformation of nursing education and narrative pedagogy are necessary in nursing education, so is the incorporation of a much needed feminist pedagogy. Feminist pedagogy is an engaged learning environment within which the self is looked at reflectively as a means to produce a change within the destructive hatreds currently present in society (Falk-Rafael, Chinn, Anderson, Laschinger, & Rubotzky, 2004). Research has shown that the use of a feminist pedagogy within the nursing education will increase personal empowerment (Falk-Rafael et al., 2004). Perhaps, this increase of personal empowerment for nursing students within the classroom will extend to the contemporary nursing practice environments of the present and future (Falk-Rafael et al., 2004). In addition, curriculum revolution offerings have long called for nursing education to seriously engage with feminist scholarship to construct and include feminist pedagogies within current nursing curriculums (Weyenberg, 1998). Now is the time for nurse educators to revolutionize their curriculums and create affirmative effects for nursing students with the inclusion of a feminist pedagogy in nursing education. Inquiry and exploration of the inclusion of feminist pedagogy are necessary for a number of reasons. First, this approach looks into a marked change of nursing education by the inclusion of a feminist pedagogy. Second, this analysis identifies how a feminist pedagogy will incorporate a much needed narrative pedagogy in nursing education. Third, this discussion will illustrate how a curriculum revolution, which calls for the inclusion of a feminist pedagogy, is necessary for the future development of nurses as empowered and empowering individuals within health care settings. Perhaps, current nurse educators can join with me on this journey toward a mutual coexistence that involves both nursing education and feminist pedagogy.
4. Transformation in nursing education Background information regarding the characteristics of generation X and generation Y is necessary to transform nursing education since a baby boomer population is currently teaching these aforementioned generations in nursing education (Walker et al., 2006). Generation X, individuals born between the years of 1965 and 1980, has dominated college classrooms for the past 20 years and is characterized as being highly independent (Walker et al., 2006). Generation Y, individuals born between the years of 1980 and 2002, is the largest generation to attend college and will be the most culturally diverse to date (Walker et al., 2006). The generation Y has characteristics of being self-
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reliant, questioning, and technologically advanced beyond any previous generation (Walker et al., 2006). In previous studies, a lack of statistical significance was found between generation X and generation Y regarding their desired methods of teaching in nursing education (Walker et al., 2006). However, generations X and Y call for a different pedagogical approach within nursing education as a means to transform nursing education.
4.1. Active learning modalities Therefore, to create positive and desired learning experiences within the nursing education, a variety of active learning strategies can be integrated to make learning applicable to clinical practice for both generations X and Y (Heye & Stevens, 2009). This active learning can include a variety of teaching methods that uses advanced technology such as online learning, Web-based self-modules, and interactive audiovisuals (Heye & Stevens, 2009; Walker et al., 2006). Means of interactive learning such as Web-based literature searches, debates, and poster presentations can also be used as effective teaching strategies (Heye & Stevens, 2009; Walker et al., 2006). Heye and Stevens (2009) found group work also effective within a course when students are able to self-select members of individual groups. However, Walker et al. (2006) came to a conclusion that group work was not regarded as valuable either inside or outside the classroom according to nursing students. As a means to create further positive and desired learning experiences within nursing education, both generation X and generation Y like the incorporation of lecture as their predominant teaching method; yet, handouts to accompany the lecture are preferred with their desired lecture method of instruction (Walker et al., 2006). Following lectures, case studies are sometimes desired by both generations if the content is difficult to learn, although faculty felt that students were better able to apply evidence-based practice concepts to clinical courses when case studies were used as an active learning strategy (Heye & Stevens, 2009; Walker et al., 2006). Interestingly, most generation X and generation Y students do not want a completely Web-based form of instruction but instead prefer a combination of Web-based and classroom instruction (Walker et al., 2006). With a current focus on Web-based instruction in nursing education, this attention challenges current nurse educators to personalize their writing via the Web within their online courses (Diekelmann & Mendias, 2005). A means to stay personal with nursing students would include expressions of concern and the display of a caring attitude when students experience technological difficulties in their online course (Diekelmann & Mendias, 2005). In addition, beginning messages to students with a personal comment is an additional example of a supportive approach to connect with nursing students (Diekelmann & Mendias, 2005). The connection found within written messages between a nurse educator and a nursing student provides a presence and mutual knowing to
104 help create future reciprocal possibilities of which may be unknown to both individuals at the time.
4.2. Geriatric nursing education To create further positive and desired learning experiences within nursing education, a paradigm shift is needed not only in undergraduate nursing education but also in geriatric nursing education (Kirkpatrick & Brown, 2004). Research has emphasized the need for personal stories, film, and literature to teach geriatric content in nursing education (Kirkpatrick & Brown, 2004). Firstly, nursing students can interview and share stories with geriatric clients and then critically reflect upon the conversation (Kirkpatrick & Brown, 2004). Research also emphasizes how storytelling has been used to pass knowledge from one generation to the next (Kirkpatrick & Brown, 2004). The stories from individual storytelling can be used to promote critical thinking as knowledge is shared of past lived experiences (Kirkpatrick & Brown, 2004). The use of films and literature also explores the natural process of living and dying, which is so vital a topic to the exploration of meaning in geriatric nursing (Kirkpatrick & Brown, 2004). The use of personal stories, film, and literature within geriatric nursing education promotes open discussion for nursing students as a means to prepare them for the servicelearning portion of their class (Kirkpatrick & Brown, 2004). As a means to learn service, nursing students can be required to donate a service to a local geriatric community (Kirkpatrick & Brown, 2004). Examples of time spent with geriatric clients include playing board games, preparing an advance directive, and engaging in Tai Chi sessions (Kirkpatrick & Brown, 2004). Research has shown that nursing students and geriatric clients both found use of the previously mentioned learning experiences a success (Kirkpatrick & Brown, 2004). Lastly, a reflective journal, which is maintained by nursing students during the geriatric nursing education process, is necessary so students can gain insight and reflection from their personal lived experiences (Kirkpatrick & Brown, 2004). Perhaps, the learning experience described above may offer a lifelong geriatric focus in which future geriatric relations and experiences may emerge within the nursing education (Kirkpatrick & Brown, 2004). In summary, as many may question whether new pedagogical practices are really necessary to transform nursing education, it is necessary to first become learners of teaching prior to becoming teachers of learning (Diekelmann, 2005b). Diekelmann (2005b) comments on the importance of team-building skills within a school of nursing prior to the development of any new educational approach to learning. In addition, to maintain nurse educators within today's collegial environment, there must be appreciative and collegial ways to offer support to nurse educators both from collegial partners and nurse educators themselves (Diekelmann, 2005b; Moody, Horton-Deutsch, & Pesut,
S. Welch 2007). Appreciative support may include means of knowing and affirmation to enhance solidarity and understanding among nurse educators (Diekelmann, 2005b; Moody et al., 2007). A nurse educator should know oneself and his or her collegial partners as a way to become an effective educator within the nursing education. A qualitative study by Morris (1993) found that effective nurse educators perceive themselves as hardworking, caring, interactive, humorous, worthy, and in a constant state of development and change. Because diverse perspectives of each nurse educator is honored and allowed, it then becomes possible to develop as a nurse educator and question assumptions, evidence base, and commitments of the current educational practices (Diekelmann, 2005b; Moody et al., 2007).
5. Narrative pedagogy As a means to transform nursing education and our current educational practices, more evidence is needed to support the traditional pedagogical practices used in nursing education, which supposedly increase critical-thinking abilities in nursing students (Ironside, 2003a; Ironside, 2005). This reliance on the traditional pedagogical practices in nursing education is often taken for granted by nurse educators and rarely researched for effectiveness (Ironside, 2003a; Ironside, 2005). When researched, current traditional pedagogies have been found insufficient to prepare nursing students for the rigors of modern health care, and because of this reliance on traditional pedagogical practices in nursing education, an overabundance of content is taught whereas little content is removed (Ironside, 2003a; Ironside, 2005). However, there is a new focus in nursing education to evaluate and create new pedagogies unique to nursing education (Ironside, 2003a; Ironside, 2005). Narrative pedagogy, which was developed and contributed within the nursing education by Nancy Diekelmann, a nurse educator, can address these limitations of traditional pedagogies in nursing education and offer a way for nursing students to think differently about nursing through their stories and the stories of others (Ironside, 2005; Nehls, 1995). The use of narrative pedagogy in nursing education is not focused around the acquisition of knowledge like traditional pedagogies but instead the application of thinking to nursing practices (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). A nurse educator will remove the focus from memorization of content to the sharing of stories and the interpretations of those stories mutually by the educator and student (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). Often, questions for which there is no easy answer may emerge as educators and students alike explore the situation presented and its possible conclusions (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). An exploration of knowledge known and knowledge unknown is encountered with narrative pedagogy, as the importance of thinking is emphasized so students may learn to question
Nursing caps to feminist pedagogy: transformation of nursing education everything they encounter in the future (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). Narrative pedagogy also offers an engagement with content, which former pedagogies were unable to provide in nursing education (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). Research has found that nursing students are actually interested in the complexity of nursing practice, which once seemed at a distance with traditional pedagogies, and because of this, nursing students come alive within the classroom with narrative pedagogy (Ironside, 2005; Ironside, 2003a; Ironside, 2003b; Nehls, 1995). This recreation in the classroom can construct better teacher–student relationships than the previous relations through which a legacy of teacher-centered pedagogies existed (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). With narrative pedagogy, both the nurse educator and the nursing student become accountable as each reinforces what the other is thinking (Ironside, 2003a; Ironside, 2003b; Ironside, 2005; Nehls, 1995). Now the teacher and student will share lived experiences as they emerge and coexist together.
5.1. Active learning modalities As noted, the need for nursing educational innovation has never been greater. Traditional pedagogies have constrained nursing education for years, and nurse educators are now ready to implement alternative pedagogies such as narrative pedagogy (Brown, Kirkpatrick, Mangum & Avery, 2008). There are a variety of ways in which narrative pedagogy can be infused into the nursing education. These various modalities include journaling, articles, storytelling, music, film, and art (Brown et al., 2008). As the educational paradigm shifts from passive to active learning, nurse educators must incorporate learning experiences that require reflection and critical thinking of their nursing students (Brown et al., 2008). Brown et al. (2008) state that narrative pedagogy does not rid the classroom of traditional approaches but instead offers innovative ways to recreate and transform those approaches. Further research is needed to examine the effectiveness of narrative pedagogy in nursing education as a means to solidify the learning experiences for both the nurse educator and the nursing student involved (Brown et al., 2008).
5.2. Research articles Now a deeper look into the various active learning modalities to infuse narrative pedagogy is necessary so nurse educators may view ways in which to incorporate narrative pedagogy within their own classrooms. One example is the use of nursing research articles in which to start a class, followed by open discussion (Diekelmann, 2005a). In narrative pedagogy, nurse educators engage students in the learning process to make the learning process more compelling for both (Diekelmann, 2005a).
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The use of research articles offers the appeal of actually teaching, not just the concept of adding more content, which is the norm in nursing education today (Diekelmann, 2005a). Utilization of new research articles allows learning for everyone involved instead of the nurse educator simply teaching only the content they know (Diekelmann, 2005a). In addition, the use of research articles as a narrative pedagogical approach allows students to begin the process of questioning what they are reading and hearing on a daily basis (Diekelmann, 2005a).
5.3. Stories Another active learning strategy is the use of stories in nursing education as a means to promote critical thinking and effective learning for nursing students (Crawley, 2009; Diekelmann & Scheckel, 2004). A story, using narrative pedagogy, can develop and expand essential knowledge in nursing practice as nurse educators share their individual stories of clinical experiences with nursing students (Crawley, 2009; Diekelmann & Scheckel, 2004). Then, as both nurse educator and student share stories, they each learn about the possibilities of acquisition of knowledge and teaching within the clinical environment (Crawley, 2009; Diekelmann & Scheckel, 2004). The use of various stories of clinical experiences can be interpreted for their meaning, as well as a means to think anew about clinical education situations (Crawley, 2009; Diekelmann & Scheckel, 2004). By initiation of the narrative pedagogy of stories, nursing students will be allowed more freedom in clinical to critically think on their own (Crawley, 2009; Diekelmann & Scheckel, 2004).
5.4. Children's picture books Children's picture books also offer the narrative pedagogy of stories (Crawley, 2009; Diekelmann & Scheckel, 2004). The use of children's picture books in nursing education allows students to open up about issues previously hard to discuss (Crawley, 2009; Diekelmann & Scheckel, 2004). These issues include diversity, aging, sexuality, and birth (Crawley, 2009; Diekelmann & Scheckel, 2004). Stories that include these issues help verify the student's individual beliefs and could be used to verify their patient's individual stories as well (Crawley, 2009; Diekelmann & Scheckel, 2004). Perhaps, the use of stories with case studies for instance could be a valuable addition to nursing education in the future to help further the use of narrative pedagogy. In order to use stories as a form of narrative pedagogy in nursing education, nursing students must be required to assess their own value system and reflect upon past experiences (Crawley, 2009; Diekelmann & Scheckel, 2004). Nurse educators are not in total agreement about the correlation between stories and reflection (Crawley, 2009; Diekelmann & Scheckel, 2004). Some nurse educators feel that the learning experience and development
106 of the student are based solely on the stories provided by the educator (Crawley, 2009; Diekelmann & Scheckel, 2004). However, the use of patients' stories can initiate assessment and reflection as nursing students must uncover their own personal belief system (Crawley, 2009; Diekelmann & Scheckel, 2004). In addition, the students learns that patients' stories are solely from the patients' frame of reference, thus furthering the students' ability to explore their own value system (Crawley, 2009; Diekelmann & Scheckel, 2004). As stated previously, nursing research has shown traditional pedagogies as obstructive to knowledge formation and critical thinking (Evans & Bendel, 2004). However, critical thinking is one of the aspects most vital to functioning effectively within the current health care system (Evans & Bendel, 2004). The application of knowledge should be the core of nursing education as nurses must make decisions independently in relation to their patients' care (Evans & Bendel, 2004). Instead, current nursing education is teacher focused, with the teacher as the only one with knowledge (Evans & Bendel, 2004). An additional active learning strategy to promote narrative pedagogy within the nursing education and critical thinking for students is the integration of films (Evans & Bendel, 2004).
5.5. Clinical discussion Narrative pedagogy, thru the use of clinical discussion, allows students to reflect upon their clinical experiences and offers a way to provide theoretical knowledge to clinical practice (Kawashima, 2005). Questions that nurse educators may ask a nursing student refer to their feelings during a skill procedure, what the student was thinking during the skill, and the impact of the skill on the patient (Kawashima, 2005). In addition, a reflection of what the student envisions as a way to improve his or her clinical skill is also addressed (Kawashima, 2005). As the student's level of comfort is developed answering these types of questions, the nurse educator can then ask more in-depth-type questions as a more reflective phenomenon begins to emerge (Kawashima, 2005). This form of reflective clinical discussion can happen within a group format or thru journaling directly to the nurse educator. Further research is needed to examine the effectiveness of narrative pedagogy in nursing education as a means to solidify the learning experiences for nursing students (Brown et al., 2008). Quantitative and qualitative findings collected by Ironside (2003a) found no difference between what nursing students anticipated within a course using narrative pedagogy and what the students received (Ironside, 2003a). Nursing student evaluations within this same course found the class to be very conducive to learning (Ironside, 2003a). As narrative pedagogy does embrace various active learning modalities, such as class and clinical discussion, research articles, stories, and films, it also embraces numerous philosophical frameworks (Nehls, 1995). One philosophical
S. Welch framework of which narrative pedagogy embraces is feminist pedagogy (Nehls, 1995).
6. Feminist pedagogy Feminist pedagogy is an approach to teaching that focuses on overcoming oppression as related to gender within social relations (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). The empowerment of women is a central theme within feminist pedagogy (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). A feminist pedagogy educator acknowledges the necessity of empowerment for women and does so by exposing oppression within schooling, teaching, and learning environments (Ironside, 2001; McAllister & Ryan, 1995; Weyenberg, 1998). Ironside (2001) emphasizes the importance of nurse educators to include the collective good over the individual when use of feminist pedagogy is used within the classroom. In addition, gendered power relations are not the only issue within feminist pedagogy because other forms of oppression do exist (Ironside, 2001; Weyenberg, 1998). Currently, nursing education uses feminist pedagogy as an alternative to lecture within some upper-level classrooms (McAllister & Ryan, 1995; Weyenberg, 1998). Instead of the traditional educational model of passive and oppressive learning using lecture, feminist pedagogy allows active participation, collaboration, connected and relational learning, and critical thinking (Weyenberg, 1998). Literature regarding first-person accounts of oppression within the health care system is an example of feminist pedagogy within the classroom (Weyenberg, 1998). These first-personaccount literature readings encourage nursing students to take a stance against oppressed groups who are marginalized within the health care environment, as well as society in general (Weyenberg, 1998).
6.1. Research findings Literature does validate that feminist pedagogies applied in class leads to nursing student empowerment both within and outside the classroom as a means to support feminist pedagogy effectiveness (Beck, 1995; Bourghn & Wang, 1994; Falk-Rafael et al., 2004). Falk-Rafael et al. (2004) performed a quantitative study to determine whether feminist pedagogy could empower nursing students and used the Barrett's Power as Knowing Participation in Change Tool to measure student empowerment (Falk-Rafael et al., 2004). Results showed an increase in student empowerment scores within a course in which feminist pedagogy was initiated (Falk-Rafael et al., 2004). Beck (1995) conducted a qualitative study in which cooperative learning and feminist pedagogy were used as the primary teaching modality within a nursing course. Researcher Beck (1995) discovered use of cooperative learning and feminist pedagogy as an effective
Nursing caps to feminist pedagogy: transformation of nursing education teaching method per nursing student responses of his or her class experiences. To further support effectiveness of feminist pedagogy, a quantitative study that investigated the effects on attitudes and beliefs of nursing students who take a feminist-oriented women's health course was examined by Bourghn and Wang (1994). The nursing student participants completed a questionnaire at the beginning and at the end of the elective upper-level women's health course. The questionnaire contained sections such as thoughts regarding professional status and activism, regard for women and independence, and sexism in the media and violence against women (Bourghn & Wang, 1994). In addition, a questionnaire was answered by a heterogeneous group of nursing and nonnursing students to serve as a control group (Bourghn & Wang, 1994). The results of this study found significant posttest scores for the experimental group, whereas the control group showed no change in their pretest and posttest scores (Bourghn & Wang, 1994). A desire for nursing education to move from perhaps one course on feminist thinking to the integration of feminist pedagogy throughout the entire curriculum is encouraged by Bourghn and Wang based on the results of this study.
6.2. Curriculum Integration As a means to show further effectiveness and integration of feminist pedagogy throughout the entire nursing curriculum, Hezekiah (1993) offers strategies to help expedite this very process. There are five basic feminism goals that should be included within every nursing course to support feminist pedagogy (Hezekiah, 1993). These goals, also known as common themes of feminist pedagogy by Schniedewind (1983), includes an atmosphere of mutual respect, trust and community, shared leadership, cooperative structures, integration of cognitive and affective learning, and action (Hezekiah, 1993). By the word action, Hezekiah (1993) means action-oriented fieldwork, which could include work settings such as hospitals. Hezekiah (1993) views feminist pedagogy as essential within the nursing education to educate nursing students regarding the oppressive structures within society, as previous authors have noted, and also encourages the use of aforementioned feminist process goals as a course framework combined with effective teaching strategies.
6.3. Active learning modalities A reconceptualizaton of effective classroom teaching strategies is necessary to incorporate feminist pedagogical thinking into the minds of nursing students (McAllister & Ryan, 1995). McAllister and Ryan (1995) offer ideas for effective teaching strategies using feminist pedagogy such as discussion, poetry, metaphors, photography, cartoons, opinion polls, attitude response, hypothetical, cross-disciplines, case studies, generating truth statements, writing for
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publication, meet the press, question box, and five theorists in a hot-air-balloon (McAllister and Ryan, 1995). A variety of teaching strategies is offered because one way of teaching using feminist pedagogy is insufficient, and a variety provides a multitude of ways in order for nurse educators to relay knowledge while allowing exposure of students' personal convictions per McAllister and Ryan (1995). Feminist pedagogy can exist in nursing education with a variety of teaching strategies in which to engage nursing students to think critically. However, because discussion of teaching strategies is necessary with the use of feminist pedagogy, so is the implementation of a unique teaching approach to empower nursing students. Literature has shown that despite the fact that feminist pedagogy can empower nursing students, the use of such an educational discourse may also prove otherwise (Weyenberg, 1998). Firstly, the educator is strongly implicated as “the empowerer,” which may be the reason why there is so little inclination to incorporate this teaching strategy (Weyenberg, 1998). Secondly, the ability to empower others is overstated and overemphasized as the empowerment of students may not actually happen (Weyenberg, 1998). Thirdly, an end result is desired, such as personal change, which is difficult to accomplish within the classroom (Weyenberg, 1998). This empowerment associated with feminist pedagogy enacts a hierarchical relationship between the nurse educator and student as they coexist and undergo the transformation together within the classroom (Weyenberg, 1998). Nursing classroom courses that use feminist pedagogy are typically professional courses instead of medically focused courses (Weyenberg, 1998). Nursing students enrolled within these courses typically have experience within the clinical environment (Weyenberg, 1998). The enrollment is usually small in these upper-level nursing courses, and these courses often become the end of feminist pedagogy for these nursing students (Weyenberg, 1998). Many nursing students are excluded from feminist pedagogy because it is solely in an upper-level professional course and other nursing students become disengaged from the entire feminist pedagogy process (Weyenberg, 1998). Perhaps, circular seating and reflection upon lived experiences may not be as empowering as once thought for nursing students, nor does the process of integration of feminist pedagogy deserve reviewing by nurse educators (Weyenberg, 1998)? Do you have to reach a certain level of experience or maturity to engage in feminist pedagogy? Or is it seen as an elitist approach reserved for the few which goes against feminist principles? Weyenberg (1998) calls for a need to infuse feminist pedagogy within the entire nursing curriculum, not just the ideal upper-level professional courses (Weyenberg, 1998). In addition, simply rearranging courses during curriculum revisions is not enough to infuse feminist pedagogy (Weyenberg, 1998). A different means of change is necessary so that feminist pedagogy can be available to all nursing students within every course (Weyenberg, 1998).
108 Within the current hierarchical educational environment, it is difficult to incorporate feminist pedagogy given the complexities of some nursing courses (Weyenberg, 1998). However, within the right nursing curriculum, affirmative and empowering opportunities can exist due with feminist pedagogy (Weyenberg, 1998).
7. Implications for nursing caps to feminist pedagogy This examination of feminist pedagogy suggests several implications for nursing education. One implication is there is a lack of feminist pedagogy in nursing education. The second implication is conversations using a feminist perspective can occur in nursing education with narrative pedagogy as the underlying framework. The third implication suggests a need for further research in relation to feminist pedagogy in nursing education. Perhaps, others may offer their thoughts and evidence to support feminist pedagogical practices in nursing education. Our nursing students deserve the right to class and clinical discussions about oppressive practices that continue to live both within and outside of nursing and nursing education. A focus on gender within these environments can create a more inclusive atmosphere while also changing current nursing curriculums forever.
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