THE CURRICULUM REVOLUTION IN PRACTICE: A HEIDEGGERIAN HERMENEUTICAL ANALYSIS OF THE LIVED EXPERIENCE OF WOMEN NURSE EDUCATORS.
Contributors: Georgia State University.
Published: 1996
Number of pages: 182
Subjects: Health Sciences, Nursing.; Education, Higher.; Health Sciences, Education.
Description: The purpose of this qualitative study was to uncover some of the meanings of the curriculum revolution in female nurse educators' lives as explicated through a critical analysis of the stories of nurse educators about their daily practice of creating and living the curriculum revolution in nursing education. A Heideggerian hermeneutical phenomenological approach, with the additional lenses of critical and feminist theories, was the methodology used. Thirteen women nurse educators were interviewed. Research participants ranged in age from 30 to 55 years. Three of the participants were African-American and ten were European-American.

A circular hermeneutical method, as developed by Diekelmann and Allen (1989) was used to analyze the transcripts for common patterns and themes. Lincoln and Guba's (1985) trustworthiness criteria were employed to evaluate methodological rigor. Three constitutive patterns emerged: Responding to a Call, Caring, and Changing the Educational Landscape.

The constitutive patterns Responding to a Call and Caring highlight the emancipatory tenets of the curriculum revolution in nursing education. Both of these patterns reflect many of the ideals of this revolution and are interwoven throughout the texts of the interviews. These patterns oppose positivism, encompass the student as co-learner with faculty, and support the importance of interconnectedness among women. The women in this study had embarked on a journey to Change the Educational Landscape through making educational experiences real for students, raising consciousness, taking risks, and working harder. Recommendations include the need for further research, specifically with male faculty and nursing students who are also participants in the curriculum revolution in nursing education.
Notes: Source: Dissertation Abstracts International, Volume: 57-03, Section: B, page: 1711.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1996.

School code: 0079.