Dialogic Learning in the Training of Nurses

Maria Dolores  Bardallo; José Luis  Medina; Adelaida  Zabalegui

doi:10.4236/ce.2013.44042

Maria Dolores Bardallo, José Luis Medina, Adelaida Zabalegui^*

Abstract: This document, of a theoretical nature, presents a reflection on dialogic rationality in nursing instruction, based on the principles that define this postmodern approach to education. The principles governing the development of dialogic pedagogy fall within the very epistemology of care, defining the explicit and implicit relationships that exist between knowledge and the practice of care. The objective of the document is: To share a reflection on the rationality that permeates education in nursing and to present a theoretical framework for transforming and emancipating teaching practice in nursing. The conclusions of the document are: 1) The dialogic orientation of nursing instruction provides a view of the reality of care that is consistent with the meaning of nursing practice; 2) It favors the creation of intersubjectivities between teacher and student that generate development and personal and professional growth that transcend the educational act to embed themselves in care practice itself and the relationship with the person being cared for; and 3) It represents a framework for transforming care practice and the power relationships established through the legitimized discourses.

Keywords: Dialogic Learning; Nursing

Cite this paper: Bardallo, M. , Medina, J. & Zabalegui, A. (2013). Dialogic Learning in the Training of Nurses. Creative Education, 4, 283-286. doi: 10.4236/ce.2013.44042.

References

[1] Adorno, T., & Popper, K. (1973). The discussion of positivism at the german sociology. Barcelona: Grijalbo.

[2] Althusser, L. (1992). The future in long. Barcelona: Destino.

[3] Aubert, A., Duque, E., Fisas, M., & Valls, R. (2004). Dialoging and transforming: A critical pedagogy for the XXI century. Barcelona: Graó.

[4] Beck, U. (1998). A society of risck: Towards a new modernity. Barce lona: Paidós.

[5] Beck, U., & Giddens, A. (1994). Reflexive modernization. Politics, tradition and aesthetics in the modern social order. Cambridge: Polity Press.

[6] Brunner, J. (1988). Cognitive development and education. Madrid: Mo-rata.

[7] Flecha, R. (2003). Sharing words. Learning of older people through dialog. Barcelona: Paidós.

[8] Flecha, R., Gómez, J., Puigvert, L., & Beck, U. (2001). Contemporary sociological theory. Barcelona: Paidós.

[9] Freire, P. (1997). The shadow of this tree. Barcelona: Roure.

[10] Giddens, A. (1994). Modernity and identity of the ego. Barcelona: Península.

[11] Giroux, H., & Flecha, R. (1992). Educative equality and cultural differences. Barcelona: Roure.

[12] Habermas, J. (2003). Theory of comunication acction. Madrid: Taurus.

[13] Meleis, A. I. (1997). On transitions and knowledge development. Nursing beyond art and science: Annnotate edition. Tokyo: Japan Academy of Nursing Science.

[14] Paterson, J., & Zderad, L. (2007). Humanistic nursing. Gutenberg eBook.

[15] Scribner, S. (1988). Head and hand: An action approach to thinking. New York: Teachers College of Columbia University.

[16] Stenberg, R. J., & Wagner, R. K. (1986). Practical intelligence. Cam bridge: Cambridge University Press.

[17] Vygotsky, L. S. (1979). The development of psychological higher processes. Barcelona: Crítica.