The core of On Revolutions & Revolutionaries: 25 Years of Reform and Innovation in Nursing Education is six original essays published by the NLN during curriculum revolution of the 1980s/1990s. The work provides a glimpse into how our leaders thought about ways in which nursing education needed to be reformed and examines the progress made in nursing education since then, and proposes future directions in the field.
Many of the original authors include reflections on the original works and our current state of nursing education. Other contemporary chapters have been added to enhance the forward-looking nature of this book. The collection inspires the reader to reflect on the progress that has been made in transforming nursing education toward a student-centered, interactive, evidence-based practice and to think about what needs to be done to create a preferred future for nursing education. As such, this book is an important resource for faculty and for graduate students preparing for the faculty role.
Many of the original authors include reflections on the original works and our current state of nursing education. Other contemporary chapters have been added to enhance the forward-looking nature of this book. The collection inspires the reader to reflect on the progress that has been made in transforming nursing education toward a student-centered, interactive, evidence-based practice and to think about what needs to be done to create a preferred future for nursing education. As such, this book is an important resource for faculty and for graduate students preparing for the faculty role.
The core of On Revolutions & Revolutionaries: 25 Years of Reform and Innovation in Nursing Education is six original essays published by the NLN during curriculum revolution of the 1980s/1990s. The work provides a glimpse into how our leaders thought about ways in which nursing education needed to be reformed and examines the progress made in nursing education since then, and proposes future directions in the field.
Many of the original authors include reflections on the original works and our current state of nursing education. Other contemporary chapters have been added to enhance the forward-looking nature of this book. The collection inspires the reader to reflect on the progress that has been made in transforming nursing education toward a student-centered, interactive, evidence-based practice and to think about what needs to be done to create a preferred future for nursing education. As such, this book is an important resource for faculty and for graduate students preparing for the faculty role.
Many of the original authors include reflections on the original works and our current state of nursing education. Other contemporary chapters have been added to enhance the forward-looking nature of this book. The collection inspires the reader to reflect on the progress that has been made in transforming nursing education toward a student-centered, interactive, evidence-based practice and to think about what needs to be done to create a preferred future for nursing education. As such, this book is an important resource for faculty and for graduate students preparing for the faculty role.
Pamela M. Ironside, PhD, RN, FAAN, ANEF is currently Professor and Director of the Center for Nursing Education Research at Indiana University. She has received funding from the National Council of State Boards of Nursing to study how multiple patient simulation experiences influence students’ clinical judgment and safety competencies and, in collaboration with the Community College of Philadelphia, from the John A. Hartford Foundation to study ways to foster associate degree nursing students’ knowledge, skills and abilities to care for older adults. She is a Fellow in the American Academy of Nursing and is an Academy of Nursing Education Fellow. She is the recipient of the Advancing the Science of Nursing’ award for the Curriculum and Instruction section of the Midwest Nursing Research Society. She was co-editor of the prestigious book series, Interpretive Studies in Healthcare and Human Sciences and was the editor for Volume IV of this series: Beyond Method: Philosophical Conversations in Healthcare Research and Scholarship. She is on the editorial board of Journal of Nursing Education and Nursing Education Perspectives. Her work is widely published in journals such as Journal of Qualitative Health Research, Journal of Nursing Education, Journal of Advanced Nursing, and Nursing Education Perspectives and Advances in Nursing Science. She has presented numerous workshops on pedagogical development and using new pedagogies in classroom and clinical settings both nationally and internationally. (from http://nursing.iupui.edu/directory/pamirons)
Introduction
Pamela Ironside & Theresa Valiga
Curriculum Revolution: A Theoretical and Philosophical Mandate for Change
Nancy Diekelmann, 1988
Recalling the Curriculum Revolution: Innovation with Research
Nancy Diekelmann, Pamela Ironside & Jennie Gunn
New Directions for a New Age
Em Olivia Bevis, 1988
The Curriculum Consequences: Aftermath of Revolution
Em Olivia Bevis, 1989
Curriculum Revolution: The Practice Mandate
Christine Tanner, 1988
The Practice Mandate – 20 Years Later
Christine Tanner
Critical Social Theory and Nursing Education
David Allen, 1990
A Response to David Allen: Critical Social Theory and Nursing Education
Jane Sumner
Feminist Pedagogy in Nursing Education
Peggy Chinn, 1989
Reflections on Feminist Pedagogy in Nursing Education
Peggy Chinn
Reflecting on Revolutions: A Half-Century in Nursing Education
Verle Waters
Looking to the Future
Beverly Malone & M. Elaine Tagliareni
Pamela Ironside & Theresa Valiga
Curriculum Revolution: A Theoretical and Philosophical Mandate for Change
Nancy Diekelmann, 1988
Recalling the Curriculum Revolution: Innovation with Research
Nancy Diekelmann, Pamela Ironside & Jennie Gunn
New Directions for a New Age
Em Olivia Bevis, 1988
The Curriculum Consequences: Aftermath of Revolution
Em Olivia Bevis, 1989
Curriculum Revolution: The Practice Mandate
Christine Tanner, 1988
The Practice Mandate – 20 Years Later
Christine Tanner
Critical Social Theory and Nursing Education
David Allen, 1990
A Response to David Allen: Critical Social Theory and Nursing Education
Jane Sumner
Feminist Pedagogy in Nursing Education
Peggy Chinn, 1989
Reflections on Feminist Pedagogy in Nursing Education
Peggy Chinn
Reflecting on Revolutions: A Half-Century in Nursing Education
Verle Waters
Looking to the Future
Beverly Malone & M. Elaine Tagliareni
