Philosophy of Nursing Education – Care Example

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"Philosophy of Nursing Education" is a worthy example of a paper on care. The essay aims to address a three-fold objective to wit: (1) to reflect values and beliefs about education; (2) to indicate theoretical foundations and principles and provide examples on which you will base your teaching; and (3) to reflect on one’ s understanding of concepts studied during this course, particularly focusing on teaching-learning, learner-centered concepts, critical thinking concepts, and teaching strategies. My philosophy of nursing education is centered on the ever-changing process of nursing practice. Thus, I believe that nursing education should not be based on the educational or substantive contents only but on the settings beyond the classroom settings.

Teaching nursing students is not like filling a bucket where we fill the students with the essential knowledge and skills required of the course. Instead, we engaged them in critical thinking and questions that ignite student’ s spirits of inquiry to the knowledge that they can use in nursing practice. It is easy to fill a bucket but not to light a fire; likewise, it is easy to teach nursing students of the theories and concepts in nursing but not to encourage them to listen and act to what they have learned.

In lighting a fire of knowledge in nursing education, I believe that the pragmatism theory or method will ignite the spirit of inquiry of learners. Pragmatism has been used widely in education and has become one of the philosophical strategies in education. Pragmatism centers on the testing of ideas and combines realism and idealism wherein learners are actively engaged in learning and exploring, laboratory work, simulations, field trips, and social and community activities (Iwasiw, Goldenberg & Andrusyszyn, 2009, 178).

For instance, instead of providing the students with the techniques in therapeutic communication engage them in community activities (e. g., immersion) that will enhance their skills in communicating with other people and allow them to critically think and use the different techniques in therapeutic communication based on the situation. Another example is in simulations or clinical demonstrations. Instead of performing the required skill only (e. g., intradermal injection), let the students critically think by asking them the rationale of each nursing action.

Nursing itself and every care rendered have theoretical foundations (Young & Paterson, 2007, 106); thus, making the pragmatic theory appropriate for nursing education. Teaching in nursing education extends beyond books and classroom settings. Books are helpful in thought organization but hands-on experiences can be learned only by testing learnings into practice, outside of the classroom setting. Learning must be extended out of traditional classroom settings. Learner-centered concepts guide nursing educators as instructions used in teaching would be based on the needs of the learners. These concepts, together with critical thinking will make effective teaching and learning in the field of nursing as nursing education is dynamic and ever-changing and focuses on the future needs of the students in nursing practice.


Iwasiw, C.L., Goldenberg, D. & Andrusyszyn, M.A. (2009). Developing Philosophical Approaches and Formulating Curriculum Outcomes. Curriculum Development in Nursing Education (2nd ed.) (p. 171-191). Massachusetts: Jones and Bartlett Publishers, LLC.

Young, L.E. & Paterson, B.L. (2007). Learning Styles: Maps, Myths, or Masks? Teaching Nursing: Developing a Student-Centered Learning Environment (p. 78-118). Philadelphia: Lippincott Williams & Wilkins.

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