Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/3367
| Title: | The influence of the human becoming theory on teaching-learning stories in Hangzhou, China | Authors: | Chan, EA | Issue Date: | Oct-2005 | Source: | Nursing science quarterly, Oct. 2005, v. 18, no. 4, p. 306-312 | Abstract: | As a nurse educator, human becoming theory was used to enhance my understanding of my experience with students in Hangzhou, China. I describe my initial tension in living simultaneously the uncertainty and the certainty when I was faced with a strange but yet familiar teaching situation. The tension has however enabled me to cross from a traditional teaching approach to a human becoming teaching-learning paradigm where the students were given opportunities to share their practice encounters with patients and families by narrating their lived experiences in a clinical reasoning course. As their meanings of nursing surfaced, the students began to learn about who they were, who they are becoming, and who they want to be as nurses, teachers, and human beings. | Keywords: | Critical reasoning Human becoming Narrative Parse’s theory Teaching-learning processes |
Publisher: | Sage Publications | Journal: | Nursing science quarterly | ISSN: | 0894-3184 (print) 1552-7409 (online) |
DOI: | 10.1177/0894318405280397 | Rights: | © 2005 Sage Publications |
| Appears in Collections: | Journal/Magazine Article |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Hangzhou article revision for NSQ May 2005.pdf | Pre-published version | 58.14 kB | Adobe PDF | View/Open |
Access
View full-text via PolyU eLinks 
Page views
93
Last Week
0
0
Last month
Citations as of Jun 4, 2023
Downloads
411
Citations as of Jun 4, 2023
Google ScholarTM
Check
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.