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Pedagogy as influencing nursing students’ essentialized understanding of culture

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dc.contributor.author Gregory, David
dc.contributor.author Harrowing, Jean N
dc.contributor.author Lee, Bonnie
dc.contributor.author Doolittle, Lisa
dc.contributor.author O'Sullivan, Patrick S
dc.date.accessioned 2010-08-11T02:43:45Z
dc.date.available 2010-08-11T02:43:45Z
dc.date.issued 2010
dc.identifier.citation Gregory, D., Harrowing, J., Lee, B., Doolittle, L., & O'Sullivan, P. S. (2010). Pedagogy as influencing nursing students’ essentialized understanding of culture. International Journal of Nursing Education Scholarship 7(1), Article 30. doi: 10.2202/1548-923X.2025 en
dc.identifier.uri http://hdl.handle.net/10133/1254
dc.description.abstract In this qualitative study, we explored how students understood “culture.” Participants defined culture and wrote narratives regarding specific cultural encounters. The sample comprised both nursing (n=14) and non-nursing (n=8) students to allow for comparison groups. Content analysis of the narratives revealed two broad paradigms of cultural understanding: essentialist and constructivist. Essentialist narratives comprised four themes: determinism (culture defied individual resistance); relativism (the possibility of making value judgments disappeared); Othering (culture was equated to exotica, and emphasized difference); and reductionism (personhood was eclipsed by culture). In contrast, the constructivist narratives were characterized by influence (non-determinism); dynamism (culture was dynamic and evolutionary); and relationship-building. The unintended negative consequences of essentialist notions of culture were revealed in the nursing students’ narratives. Pedagogy is implicated in nursing students’ essentialized understanding of culture. en
dc.description.sponsorship University of Lethbridge Research Fund en
dc.language.iso en en
dc.publisher International Journal of Nursing Education Scholarship en
dc.subject essentialist en
dc.subject culture en
dc.subject nursing students en
dc.subject pedagogy en
dc.title Pedagogy as influencing nursing students’ essentialized understanding of culture en
dc.type Article en
dc.publisher.faculty Health Sciences en
dc.publisher.faculty Fine Arts en
dc.description.peer-review Yes en
dc.publisher.institution University of Lethbridge en

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