Toward A Fuller Definition for the Science of Nursing Education Through Hermeneutical Analysis

Bibliographic Data

ID21455438
AuthorsLaura Cox Dzurec (0000-0002-6786-487X, Hartford Hospital, corresponding author)
Year2024
Volume63
Issue2
Pages72-78
Publication date2024-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20231205-05
PMID38316158
OpenAlexW4392735048
LanguageEN
References cited56

Background: Authors writing about the science of nursing education have tended to focus extensionally, describing and analyzing the significance and benefits of nurse educators' unique, individual teaching endeavors, rather than clarifying their perceptions of the intensional core essence of the science itself. As a result, communal thinking about the science of nursing education and its implications for student learning are constrained. Methods: Hermeneutical analysis of published reports and narratives supported identification of a provisional, intensionally oriented definition of the science guiding nurse educators' disciplinary practice. Results: The emerging definition was “study of nurse educators' mindful implementation of effective and meaningful learning opportunities to enculturate graduates for practice excellence guided by nursing's disciplinary knowledge.” Conclusion: A working, intensional definition of the science of nursing education emphasizes qualities central to nurse educators' practice, ultimately contributing to preparing graduates for professional nursing practice. [ J Nurs Educ . 2024;63(2):72–78.]

Discipline · Epistemology · Excellence · Identification (biology) · Medical education · Narrative · Nurse education · Nurse educator · Nursing practice · Pedagogy · Sociology · Empathy and Medical Education · Health Sciences Research and Education · Medicine · Nursing · Nursing education and management · Psychology

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