Curriculum in crisis, pedagogy in disrepair: A provocation

Journal article


Walker, Kim. (2009). Curriculum in crisis, pedagogy in disrepair: A provocation. Contemporary Nurse. 32(1-2), pp. 19 - 29. https://doi.org/10.5172/conu.32.1-2.19
AuthorsWalker, Kim
Abstract

In this admittedly partisan text, I examine the broad contours of the nursing curriculum and pedagogy in Australia today (and while this unashamed parochialism might limit for an international audience the ideas herein, the issues being given voice might also resonate unexpectedly with those who harbour similar concerns in their part of the world). Much of what follows is drawn from personal observations over the last thirty years and frequent and often fraught conversations with peers and colleagues who have long worked in the tertiary and health service sectors. While there is a growing body of literature that supports many of the claims here there is also relative published silence around others that are perhaps more contentious.

Keywordsnursing practice; nursing curriculum; pedagogy; assessment; evaluation; training
Year2009
JournalContemporary Nurse
Journal citation32 (1-2), pp. 19 - 29
PublisherTaylor & Francis
ISSN1037-6178
Digital Object Identifier (DOI)https://doi.org/10.5172/conu.32.1-2.19
Page range19 - 29
Place of publicationMaleny Queensland
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https://acuresearchbank.acu.edu.au/item/89v39/curriculum-in-crisis-pedagogy-in-disrepair-a-provocation

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